I obtained a PhD in Linguistics from University of Pennsylvania, and am currently working as an Associate Professor at Chosun University in Korea. At my university, I direct the Child Language Lab where we investigate young children's linguistic and cognitive development.
My Ph.D. thesis was on Korean prosody, which was written to quench the curiosity of my young linguistic self who wanted to know more about the sound system of her native language. After I did my Ph.D., I had the opportunity to expand my research to child language acquisition at the Department of Cognitive and Linguistic Sciences of Brown University. Before coming to my current institution, I worked at University at Buffalo, SUNY and Seoul National University.
My research adopts various methodological approaches including quantitative analyses of empirical data obtained from corpora of spontaneous speech or elicited in a lab setting. When working with infants, I primarily use eye-tracking methods to observe babies' minds while they process visual and auditory input. We also use the LENA system to capture infants' every day environment at home through day-long audio recordings.
My recent research topics include the following:
1. Developmental changes and dynamics in mother-child speech: How, why, and when do mothers change their speech characteristics over the course of child language development?
2. Phonetic and phonological characteristics of child-directed speech: Is there evidence that mothers systematically enhance certain aspects of their speech characteristics directly relevant to language learning? To what extent are those enhancements effects a side effect of other features of CDS?
3. Prosodic bootstrapping in infant language processing: Infants use stress/accent cues and phrase-boundary cues for segmentation of speech stream. What are the relative contributions of these cues in infants’ speech segmentation learning different languages?
4. Effects of input and interaction on infants' linguistic and cognitive development. I have been looking at the amount of reading, musical input as well as child-directed speech on infants' word learning.