Select Publications

Please note that all publications are copyrighted with their respective publishers (unless otherwise noted) and are to be used for educational and research purposes only.

2020

Conway, C.M., Eghbalzad, L., Deocampo, J.A., Smith, G.N.L., Na, S., & King, T.Z. (2020). Distinct neural networks for detecting violations of adjacent versus nonadjacent sequential dependencies: An fMRI study. Neurobiology of learning and memory, 169. https://doi.org/10.1016/j.nlm.2020.107175 [pdf]

2019

Deocampo, J.A., King, T.Z., & Conway, C.M. (2019). Concurrent learning of adjacent and nonadjacent dependencies in visuo-spatial and visuo-verbal sequences. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2019.01107 [pdf]

Gremp, M. A., Deocampo, J. A., Walk, A. M., & Conway, C. M. (2019). Visual sequential processing and language ability in children who are deaf or hard of hearing. Journal of Child Language, 46(4), 785–799. https://doi.org/10.1017/S0305000918000569 [pdf]

2018

Deocampo, J. A., Smith, G. N. L., Kronenberger, W. G., Pisoni, D. B., & Conway, C. M. (2018). The role of statistical learning in understanding and treating spoken language outcomes in deaf children with cochlear implants. Language, Speech, and Hearing Services in Schools, 49(3, Suppl), 723–739. https://doi.org/10.1044/2018_LSHSS-STLT1-17-0138 [pdf]

2017

Daltrozzo, J., Emerson, S.N., Deocampo, J.A., Singh, S., Freggens, M., Branum-Martin, L. & Conway, C.M. (2017). Visual statistical learning is related to natural language processing ability in adults: An ERP study. Brain and Language, 166, 40-51. [pdf]

Singh, S., Daltrozzo, J., & Conway, C.M. (2017). Effect of pattern awareness on the behavioral and neurophysiological correlates of visual statistical learning. Neuroscience of Consciousness, 3(1): nix020. doi: 10.1093/nc/nix020. [pdf]

2016

Pisoni, D.B., Kronenberger, W.G., Chandramouli, S.H., & Conway, C.M. (2016). Learning and memory processes following cochlear implantation: The missing piece of the puzzle. Frontiers in Psychology, 7:493. doi: 10.3389/fpsyg.2016.00493. [pdf]

Walk, A.M. & Conway, C.M. (2016). Cross-domain statistical-sequential dependencies are difficult to learn. Frontiers in Psychology, 7:250. doi: 10.3389/fpsyg.2016.00250. [pdf]

Rebuschat, P., Monaghan, P., Gomez, R., Dell, G., Anderson, N., & Conway, C.M. (2016). Aligning implicit learning and statistical learning: Two approaches, one phenomenon. In Papafragou, A., Grodner, D., Mirman, D., & Trueswell, J.C. (Eds.), Proceedings of the 38th Annual Conference of the Cognitive Science Society (pp. 51-52). Philadelphia, PA: Cognitive Science Society. [pdf]

Singh, S., Walk, A.M., & Conway, C.M. (2016). Visual statistical learning deficits in children with developmental dyslexia: An event related potential study. In Papafragou, A., Grodner, D., Mirman, D., & Trueswell, J.C. (Eds.), Proceedings of the 38th Annual Conference of the Cognitive Science Society (pp. 396-401). Philadelphia, PA: Cognitive Science Society. [pdf]

Ross, K.M. & Conway, C.M. (2016). Temporal structure modulates ERP correlates of visual sequential learning. In Papafragou, A., Grodner, D., Mirman, D., & Trueswell, J.C. (Eds.), Proceedings of the 38th Annual Conference of the Cognitive Science Society (pp. 740-745). Philadelphia, PA: Cognitive Science Society. [pdf]

Smith, G.N.L., Valdez, G.E., Walk, A.M., Purdy, J.D., & Conway, C.M. (2016). Exploring the neural mechanisms supporting structured sequence processing and language using event-related potentials: Some preliminary findings. In Papafragou, A., Grodner, D., Mirman, D., & Trueswell, J.C. (Eds.), Proceedings of the 38th Annual Conference of the Cognitive Science Society (pp. 1481-1486). Philadelphia, PA: Cognitive Science Society. [pdf]

Eghbalzad, L., Deocampo, J.A., & Conway, C.M. (2016). Statistical learning ability can overcome the negative impact of low socioeconomic status on language development. In Papafragou, A., Grodner, D., Mirman, D., & Trueswell, J.C. (Eds.), Proceedings of the 38th Annual Conference of the Cognitive Science Society (pp. 2129-2134). Philadelphia, PA: Cognitive Science Society. [pdf]

Deocampo, J.A. & Conway, C.M. (2016). A developmental shift in the relationship between sequential learning, executive function, and language ability as revealed by event-related potentials. In Papafragou, A., Grodner, D., Mirman, D., & Trueswell, J.C. (Eds.), Proceedings of the 38th Annual Conference of the Cognitive Science Society (pp. 1074-1079). Philadelphia, PA: Cognitive Science Society. [pdf]

2015

Smith, G.N.L., Conway, C.M., Bauernschmidt, A., & Pisoni, D.B. (2015). Can we improve structured sequence processing? Exploring the direct and indirect effects of computerized training using a mediational model. PLoS ONE, 10(5): e0127148. doi: 10.1371/journal.pone.0127148. [pdf]

Jost, E., Conway, C.M., Purdy, J.D., Walk, A.M., & Hendricks, M.A. (2015). Exploring the neurodevelopment of visual statistical learning using event-related brain potentials. Brain Research, 1597, 95-107. doi: 10.1016/j.brainres.2014.10.017. [pdf]

Singh, S., Daltrozzo, J., & Conway, C.M. (2015). Attention and pattern consciousness reorganize the cortical topography of event-related potential correlates of visual sequential learning. In D.C. Noelle, R. Dale, A.S. Warlaumont, J. Yoshimi, T. Matlock, C.D. Jennings, & P.P. Maglio (Eds.), Proceedings of the 37th Annual Conference of the Cognitive Science Society (pp. 2212-2217). Austin, TX: Cognitive Science Society. [pdf]

Walk, A.M. & Conway, C.M. (2015). Implicit statistical learning and language acquisition: Experience-dependent constraints on learning. In P. Rebuschat (Ed.), Implicit and Explicit Learning of Languages (pp. 191-212). Philadelphia, PA: John Benjamins. [pdf]

2014

Conway, C.M., Deocampo, J., Walk, A.M., Anaya, E.M., & Pisoni, D.B. (2014). Deaf children with cochlear implants do not appear to use sentence context to help recognize spoken words. Journal of Speech, Language, and Hearing Research, 57(6), 2174-2190. doi: 10.1044/2014_JSLHR-L-13-0236 [pdf]

Daltrozzo, J. & Conway, C.M. (2014). Neurocognitive mechanisms of statistical-sequential learning: What do event-related potentials tell us? Frontiers in Human Neuroscience, 8, 437. doi: 10.3389/fnhum.2014.00437[pdf]

Deocampo, J.A. & Conway, C.M. (2014). Auditory sequence / artificial grammar learning in development. In P. Brooks & V. Kempe (Eds.), Encyclopedia of Language Development (pp. 33-36). SAGE Publications, Inc. [pdf]

Emerson, S.N., Daltrozzo, J., & Conway, C.M.,  (2014). The effect of music experience on auditory sequential learning: An ERP study. In P. Bello, M. Guarini, M. McShane, & B. Scasseellati (Eds.), Proceedings of the 36th Annual Conference of the Cognitive Science Society (pp. 2157-2162). Austin, TX: Cognitive Science Society. [pdf]

Deocampo, J.A., Conway, C.M., Eghbalzad, L., & Daltrozzo, J. (2014). Behavioral and neurophysiological correlates of sequential learning are associated with language development in children. In P. Bello, M. Guarini, M. McShane, & B. Scasseellati (Eds.), Proceedings of the 36th Annual Conference of the Cognitive Science Society (pp. 2115-2120). Austin, TX: Cognitive Science Society. [pdf]

2013

Daltrozzo, J., Conway, C.M., & Smith, G.N.L. (2013). Rehabilitating language disorders by improving sequential processing: A review. Journal of MacroTrends in Health and Medicine, 1(1), 41-57. [pdf]

Hendricks, M.A., Conway, C.M., & Kellogg, R.T. (2013). Using dual-task methodology to dissociate automatic from nonautomatic processes involved in artificial grammar learning. Journal of Experimental Psychology: Learning, Memory, & Cognition, 39(5), 1491-1500. [pdf]

Walk, A.M. & Conway, C.M. (2013). Two distinct sequence learning mechanisms for syntax acquisition and word learning. In G. Hollich & L. Gogate (Eds.), Theoretical and Computational Models of Word Learning: Trends in Psychology and Artificial Intelligence (pp. 350-369). Hershey, PA; IGI Global. [pdf]

2012

Christiansen, M.H., Conway, C.M., & Onnis, L. (2012). Similar neural correlates for language and sequential learning: Evidence from event-related brain potentials. Language and Cognitive Processes, 27, 231-256. [pdf]

Heimbauer, L.A., Conway, C.M., Christiansen, M.H., Beran, M.J., & Owren, M.J. (2012). A serial reaction time (SRT) task with symmetrical joystick responding for nonhuman primates. Behavior Research Methods, 44, 733-741. [pdf]

Shafto, C.L., Conway, C.M., Field, S.L., & Houston, D.M. (2012). Visual sequence learning in infancy: Domain-general and domain-specific associations with language. Infancy, 17, 247-271. [pdf]

Conway, C.M., Gremp, M.A., Walk, A.D., Bauernschmidt, A., & Pisoni, D.B. (2012). Can we enhance domain-general learning abilities to improve language function? In P. Rebuschat & J. Williams (Eds.), Statistical Learning and Language Acquisition (pp. 305-336). Boston: Walter de Gruyter. [pdf]

Conway, C.M. (2012). Sequential learning. In R.M. Seel (Ed.), Encyclopedia of the Sciences of Learning (pp. 3047-3050). New York, NY: Springer Publications. [pdf]

2011

Emberson, L.L., Conway, C.M., & Christiansen, M.H. (2011). Timing is everything: Changes in presentation rate have opposite effects on auditory and visual implicit statistical learning. Quarterly Journal of Experimental Psychology, 64, 1021-1040. [pdf]

Conway, C.M., Karpicke, J., Anaya, E.M., Henning, S.C., Kronenberger, W.G., & Pisoni, D.B. (2011a). Nonverbal cognition in deaf children following cochlear implantation: Motor sequencing disturbances mediate language delays. Developmental Neuropsychology, 36, 237-254. [pdf]

Conway, C.M., Pisoni, D.B., Anaya, E.M., Karpicke, J., & Henning, S.C. (2011b). Implicit sequence learning in deaf children with cochlear implants. Developmental Science, 14, 69-82. [pdf]

Jost, E., Conway, C.M., Purdy, J.D., & Hendricks, M.A. (2011). Neurophysiological correlates of visual statistical learning in adults and children. In L. Carlson, C. Hoelscher, & T.F. Shipley (Eds.), Proceedings of the 33rd Annual Conference of the Cognitive Science Society (pp. 2526-2531). Austin, TX: Cognitive Science Society. [pdf]

Walk, A.M. & Conway, C.M. (2011). Multisensory statistical learning: Can cross-modal associations be acquired?  In L. Carlson, C. Hoelscher, & T.F. Shipley (Eds.), Proceedings of the 33rd Annual Conference of the Cognitive Science Society (pp. 3337-3342). Austin, TX: Cognitive Science Society. [pdf]

 2010

Conway, C.M., Bauernschmidt, A., Huang, S.S., & Pisoni, D.B. (2010). Implicit statistical learning in language processing: Word predictability is the key. Cognition, 114, 356-371. [pdf]

Pisoni, D.B., Conway, C.M., Kronenberger, W., Henning, S., & Anaya, E. (2010). Executive function, cognitive control, and sequence learning in deaf children with cochlear implants. In M. Marschark & P. Spencer (Eds), Oxford Handbook of Deaf Studies, Language, and Education (pp. 439-457). New York, NY: Oxford University Press. [pdf]

Hendricks, M.A., Conway, C.M., & Kellogg, R.T. (2010). Dissociating sources of knowledge in artificial grammar learning. In S. Ohlsson & R. Cantrambone (Eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society (pp. 1393-1398). Austin, TX: Cognitive Science Society. [pdf]

2009

Conway, C.M., Pisoni, D.B., & Kronenberger, W.G. (2009). The importance of sound for cognitive sequencing abilities: The auditory scaffolding hypothesis. Current Directions in Psychological Science, 18, 275-279. [pdf]

Conway, C.M. & Christiansen, M.H. (2009). Seeing and hearing in space and time: Effects of modality and presentation rate on implicit statistical learning. European Journal of Cognitive Psychology, 21, 561-580. [pdf]

Conway, C.M., Loebach, J.L., & Pisoni, D.B. (2009). Speech perception. In B. Goldstein (Ed.), Encyclopedia of Perception (pp. 918-923). Los Angeles, CA: SAGE Publications, Inc. [pdf]

Loebach, J.L., Conway, C.M., & Pisoni, D.B. (2009). Audition: Cognitive influences. In B. Goldstein (Ed.), Encyclopedia of Perception (pp. 138-141). Los Angeles, CA: SAGE Publications, Inc. [pdf]

2008

Conway, C.M. & Pisoni, D.B. (2008). Neurocognitive basis of implicit learning of sequential structure and its relation to language processing. Annals of the New York Academy of Sciences, 1145, 113-131. [pdf]

Pisoni, D.B., Conway, C.M., Kronenberger, W.G., Horn, D.L., Karpicke, J., & Henning, S. (2008). Efficacy and effectiveness of cochlear implants in deaf children. In M. Marschark & P. Hauser (Eds.), Deaf cognition: Foundations and outcomes (pp. 52-101). New York: Oxford University Press. [pdf]

2007

Conway, C.M., Karpicke, J., & Pisoni, D.B. (2007). Contribution of implicit sequence learning to spoken language processing: Some preliminary findings with hearing adults. Journal of Deaf Studies and Deaf Education, 12, 317-334. [pdf]

Christiansen, M.H., Conway, C.M., & Onnis, L. (2007). Neural responses to structural incongruencies in language and statistical learning point to similar underlying mechanisms. In D.S. McNamara & J.G. Trafton (Eds.), Proceedings of the 29th Annual Meeting of the Cognitive Science Society (pp. 173-178). Austin, TX: Cognitive Science Society. [pdf]

Conway, C.M. & Pisoni, D.B. (2007). Links between implicit learning of sequential patterns and spoken language processing. In D.S. McNamara & J.G. Trafton (Eds.), Proceedings of the 29th Annual Meeting of the Cognitive Science Society (pp. 191-196). Austin, TX: Cognitive Science Society. [pdf]

Conway, C.M., Goldstone, R.L., & Christiansen, M.H. (2007). Spatial constraints on visual statistical learning of multi-element scenes. In D.S. McNamara & J.G. Trafton (Eds.), Proceedings of the 29th Annual Meeting of the Cognitive Science Society (pp. 185-190). Austin, TX: Cognitive Science Society. [pdf]

2006

Conway, C.M. & Christiansen, M.H. (2006). Statistical learning within and between modalities: Pitting abstract against stimulus-specific representations. Psychological Science, 17, 905-912. [pdf]

2005

Conway, C.M., & Christiansen, M.H. (2005).  Modality-constrained statistical learning of tactile, visual, and auditory sequences. Journal of Experimental Psychology: Learning, Memory, & Cognition, 31, 24-39. [pdf]

Christiansen, M.H., Conway, C.M., & Curtin, S. (2005).  Multiple-cue integration in language acquisition:  A connectionist model of speech segmentation and rule-like behavior.  In J.W. Minett & W.S.-Y. Wang (Eds.), Language acquisition, change and emergence: Essay in evolutionary linguistics (pp. 205-249).  Hong Kong: City University of Hong Kong Press. [pdf]

Conway, C.M. & Christiansen, M.H. (2005). Statistical learning within and across modalities: Abstract versus stimulus-specific representations. In: Proceedings of the 27th Annual Meeting of the Cognitive Science Society (pp. 488-493). Mahwah, NJ: Lawrence Erlbaum. [pdf]

2003

Conway, C.M., Ellefson, M.R., & Christiansen, M.H. (2003). When less is less and when less is more: Starting small with staged input.  In Proceedings of the 25th Annual Conference of the Cognitive Science Society (pp. 270-275).  Mahwah, NJ: Lawrence Erlbaum. [pdf]

2002

Christiansen, M.H., Conway, C.M., & Ellefson, M.R. (2002).  Raising the bar for connectionist modeling of cognitive developmental disorders.  Behavioral and Brain Sciences, 25, 752-753. [Note, this commentary was subjected to editorial review, not a full peer review]. [pdf]

Conway, C.M., & Christiansen, M.H. (2002). Sequential learning by touch, vision, and audition. In Proceedings of the 24th Annual Conference of the Cognitive Science Society (pp. 220-225). Mahwah, NJ: Lawrence Erlbaum. [pdf]

2001

Conway, C.M., & Christiansen, M.H. (2001). Sequential learning in non-human primates. Trends in Cognitive Sciences, 5, 529-546. [pdf]

Christiansen, M.H., Ellefson, M.R., Dale, R.A.C., & Conway, C.M. (2001). The role of sequential learning in language evolution: Computational and experimental studies. In A. Cangelosi & D. Parisi (Eds.) Simulating the evolution of language (pp.165-187). London: Springer-Verlag. [pdf]

2000

Christiansen, M.H., Conway, C.M., & Curtin, S. (2000). A connectionist single-mechanism account of rule-like behavior in infancy. In Proceedings of the 22nd Annual Conference of the Cognitive Science Society (pp. 83-88). Mahwah, NJ: Lawrence Erlbaum. [pdf]