Megan Saylor
Assistant Professor
Developmental Science
Office: 321 Hobbs
Phone: 615-322-5567
Fax: 615-343-9494
Email:
Degrees
- Ph.D. (University of Oregon, 2001)
Research Area
- Developmental Psychology
Current Positions
- Assistant Professor of Psychology, Peabody College; Member, Vanderbilt Kennedy Center for Research on Human Development.
Representative Publications
- Saylor, M. M. (2000). Time-stability and adjective use by child and adult English speakers. First Language, 20 (1), 91-120.
- Baldwin, D. A., Baird, J. A., Saylor, M. M., & Clark, A. (2001). Infants parse dynamic action. Child Development, 72, 655-948.
- Saylor, M. M., Sabbagh, M. A., Baldwin, D. A. (2002). Children use whole-part juxtaposition as a pragmatic cue to word meaning. Developmental Psychology, 38, 993-1003.
- Saylor, M. M. (2004). 12- and 16-month-old infants recognize of properties of mentioned absent things. Developmental Science, 7, 599-611
- Saylor, M. M., & Baldwin, D. A. (2004). Discussing those not present: Comprehension of references to absent caregivers. Journal of Child Language,31, 537-560.
- Saylor, M. M., & Sabbagh, M. A. (2004). Different kinds of information affect word learning in the preschool years: The case of part-term learning. Child Development, 75, 395-408.
Biography
Professor Saylor's research focuses on the development of intentional understanding, including young infants' analysis of intentional action, and older children's sophisticated use of cues relevant to referential intentions. Professor Saylor's research on language learning emphasizes young children's skill at drawing on a range of relatively subtle cues to speakers' intentions when resolving on word meaning and language function. For example, in some recent research professor Saylor has been investigating young infants' understanding of talk about absent things.
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