Horvath, S., Kueser, J. K., Kelly, J., & Borovsky, A. (2022). Difference or delay? Syntax, semantics, and verb vocabulary development in typically developing and late-talking toddlers. Language Learning and Development, 18(3), 352-376.
Horvath, S. & Arunachalam, S. (2021). Repetition versus variability in verb learning: Sometimes less is more. Journal of Speech, Language, and Hearing Research, 64(11), 4235-4249.
Horvath, S. (2019). The verb vocabularies and verb-learning mechanisms of late talkers. Dissertation.
Horvath, S., & Arunachalam, S. (2019). Optimal contexts for verb learning. Perspectives of the ASHA Special Interest Groups, 4(6), 1239-1249.
Horvath, S., Rescorla, L., & Arunachalam, S. (2019). The syntactic and semantic features of two-year olds’ verb vocabularies: A comparison of typically developing children and late talkers. Journal of Child Language, 46(3), 409–432.
Horvath, S., McDermott, E., Reilly, K., & Arunachalam, S. (2018). Acquisition of verb meaning from syntactic distribution in preschoolers with ASD. Language, Speech, and Hearing Services in Schools, 49, 668-680.
Horvath, S., Rescorla, L., & Arunachalam, S. (2018). Acquiring a verb lexicon: Semantic features of toddlers’ early vocabularies. In K. Syrett & S. Arunachalam, (eds.), Semantics in Acquisition, Trends in Language Acquisition Research. John Benjamins Publishing Company.
Horvath, S., & Arunachalam, S. (in review). Assessing receptive verb knowledge in late talkers and autistic children.
Horvath, S. (in prep). After is easier: How verb timing impacts referential mapping in children with DLD.
Horvath, S., Kueser, J. K., & Borovsky, A. (in prep). The impact of verb meaning on semantic network structure for late talkers and typically developing children.
Kueser, J.K., Horvath, S., & Borvosky, A. (In prep). Semantic feature norms for early-learned English verbs.
Kueser, J.K., Horvath, S., & Borvosky, A. (In prep). Two pathways in vocabulary development: Noun and verb vocabulary structure differently affect word learning.