I'm a postdoctoral fellow in the Département d'Etudes Cognitives at the Ecole Normale Supérieure, affiliated with the Institut Jean Nicod, the Laboratoire de Sciences Cognitives et Psycholinguistique and the LINGUAE research group.  I'm working with Salvador Mascarenhas and Emmanuel Chemla on a project titled "Interpretation, Reasoning & Decisions". We're looking at reasoning biases in adults and children, and examining the role that pragmatic processes play in creating these biases.  I am also continuing previous work in developmental semantics and pragmatics, looking at children's understanding of presuppositions and scalar implicatures. 

Before ENS, I was a PhD student at the Department of Linguistics at the University of Maryland. My advisors were Valentine Hacquard & Jeffrey Lidz and I also worked with Alexander Williams and Meredith Rowe. I was an active participant in the Maryland language science community as well as PHLING, our Philosophy & Linguistics Group. 

My research is in the acquisition of semantics and pragmatics, and I am particularly interested in how first language acquisition illuminates not only the abilities of the child, but also the semantic and pragmatic knowledge that underlie adult linguistic competence. In particular, my research seeks to address how children acquire semantic and pragmatic competence, informed by when they acquire such competence and what such an adult-like competence entails.

My dissertation examined how children discover that certain linguistic expressions trigger presuppositions, using the verb know as a test case. Unlike for closely related verbs such as think, uses of know p typically presuppose that p is true. My dissertation investigated (i) when children first begin to understand this difference between know and think, using behavioral tasks; (ii) what could be potentially informative about the difference, using fine-grained measures of the linguistic input children receive; (iii) what relationships exist between children’s understanding and their input, using behavioral methods and corpus methods in combination. Through this work, I hope to shed light on the kinds of representations of presupposition the language faculty makes available to the learner. 

site last updated on 09/26/18