Dr Seamus Donnelly
Biography
I completed my PhD in Educational Psychology at the Graduate Center of the City University of New York in 2016. After that, I did post doctoral reseasrch at ANU and at the Max Planck Institute for Psycholinguistics in Nijmegen, Netherlands. I'm currently a Lecturer in the School of Medicine and Psychology, where I teach the developmental psychology component of Psyc1003 and the research methods component of Honours Psychology. I'm broadly interested in how people learn, with a particular focus on how they learn language. I also have a strong interest in psychometrics and applied statistics.
Publications
- Donnelly, S & Kidd, E 2021, 'Onset Neighborhood Density Slows Lexical Access in High Vocabulary 30-Month Olds', Cognitive Science, vol. 45, no. 9, pp. 1-19.
- Donnelly, S & Kidd, E 2021, 'On the Structure and Source of Individual Differences in Toddlers' Comprehension of Transitive Sentences', Frontiers in Psychology, vol. 12, pp. 1-17.
- Donnelly, S & Kidd, E 2021, 'The Longitudinal Relationship Between Conversational Turn-Taking and Vocabulary Growth in Early Language Development', Child Development, vol. 92, no. 2, pp. 609 - 625
- Kidd, E & Donnelly, S 2020, 'Individual Differences in First Language Acquisition', Annual Review of Linguistics , vol. 6, pp. 319-340.
- Donnelly, S & Kidd, E 2020, 'Individual differences in lexical processing efficiency and vocabulary in toddlers: A longitudinal investigation', Journal of Experimental Child Psychology, vol. 192.
- Higby, E, Donnelly, S, Yoon, J et al. 2020, 'The effect of second-language vocabulary on word retrieval in the native language', Bilingualism: Language and Cognition, vol. 23, no. 4, pp. 812-824.
- Kidd, E, Bidgood, A, Donnelly, S et al. 2020, 'Individual differences in first language acquisition and their theoretical implications', in Caroline Rowland, Anna Theakston, Ben Ambridge, Katherine Twomey (ed.), Current Perspectives on Child Language Acquisition: How children use their environment to learn, John Benjamins Publishing Company, Amsterdam, pp. 189-219.
- Donnelly, S, Brooks, P & Homer, B 2019, 'Is there a bilingual advantage on interference-control tasks? A multiverse meta-analysis of global reaction time and interference cost', Psychonomic Bulletin & Review, vol. 26, no. 4, pp. 1122-1147.
- Che, E, Brooks, P, Alarcon, M et al 2018, 'Assessing the impact of conversational overlap in content on child language growth', Journal of Child Language, vol. 45, no. 1, pp. 72-96pp.
- Kidd, E, Donnelly, S & Christiansen, M 2018, 'Individual Differences in Language Acquisition and Processing', Trends in Cognitive Sciences, vol. 22, no. 2, pp. 154-169pp.
- Quinn, S, Donnelly, S & Kidd, E 2018, 'The relationship between symbolic play and language acquisition: A meta-analytic review', Developmental Review, vol. 49, pp. 121-135.
- Kalina, J, Hinojosa, J, Strober, L et al 2018, 'Randomized Controlled Trial to Improve Self-Efficacy in People With Multiple Sclerosis: The Community Reintegration for Socially Isolated Patients (CRISP) Program', American Journal of Occupational Therapy, vol. 72, no. 5, pp. 9pp.
- del Rosario Maita, M, Jauck, D, Donnelly, S et al 2018, 'Socioeconomic Differences in Parental Communication About Location', Journal of Cognition and Culture, vol. 18, no. 43193, pp. 410-427pp.
- Donnelly, S & Verkuilen, J 2017, 'Empirical logit analysis is not logistic regression', Journal of Memory and Language, vol. 94, pp. 28-42.
- Powers, K, Brooks, P, Galazyn, M et al. 2016, 'Testing the Efficacy of MyPsychLab to Replace Traditional Instruction in a Hybrid Course', Psychology Learning and Teaching, vol. 15, no. 1, pp. 6-30.
- Donnelly, S, Brooks, P & Homer, B 2015, 'Examining the Bilingual Advantage on Conflict Resolution Tasks: A Meta-Analysis', 37th Annual Conference of the Cognitive Science Society, ed. DC Noelle, R Dale, AS Warlaumont, J Yoshimi, T Matlock, & C Jennings, Cognitive Science Society, Austin, USA, pp. 1-6.
- Donnelly, S, Homer, B & Miller, R 2012, 'Flashing out or fleshing out? A developmental perspective on a universal model of reading', Behavioral and Brain Sciences, vol. 35, no. 5, pp. 289-290.
