Umay Suanda

Degree: Ph.D., 2012. Emory University
Research Interests: Early communication and language development, the input and the learning environment, parent-child dyadic interactions, statistical learning, word learning.
Research Synopsis: The typical child lives in a sea of data: countless words, numerous objects, and many social interactions. Despite what seems like a daunting flood of information, children learn quickly and efficiently about their world. I am interested in the processes that underlie this prodigious learning. Although I have broad research interests in early cognitive, social and language development, the focus of much of my work is around how infants, toddlers, and young children learn words.
Courses: General Psychology I (PSYC 1100)
Recent publications: Suanda, S.H., Smith, L.B., & Yu, C. (2016). The multisensory nature of verbal discourse in parent-toddler interactions. Developmental Neuropsychology, 41, 324-341.


Suanda, S.H., Smith, L.B., & Yu, C. (2016). More than words: The many ways extended discourse facilitates word learning. In Trueswell, Papafragou, Grodner, & Mirman (Eds.), Proceedings of the 38th Annual Conference of the Cognitive Science Society. Austin, TX: Cognitive Science Society.


Representative Publications: Suanda, S.H., Mugwanya, N., & Namy, L.L. (2014). Cross-situational statistical word learning in young children. Journal of Experimental Child Psychology, 126, 395-411.


Smith, L.B., Suanda, S.H., & Yu, C. (2014). The unrealized promise of infant statistical word-referent learning. Trends in Cognitive Sciences, 18, 251-258.


Suanda, S.H., & Namy, L.L. (2013). Young word learner’s interpretations of words and symbolic gestures within the context of ambiguous reference. Child Development, 84, 143-153.


Suanda, S.H., & Namy, L.L. (2012). Detailed Behavioral Analysis as a Window into Cross-Situational Word Learning. Cognitive Science, 36, 545-559.