Faculty

Institution

Unit

Venue

Megan Saylor

Professor of Psychology and Human Development Department Chair

Vanderbilt University

Affiliations

Department of Psychology and Human Development

Cognitive Psychology in Context

College of Arts and Science

Neuroscience

Peabody College

Department of Psychology and Human Development

Megan Saylor is currently serving as a Cognitive Psychology In Context Professor of Psychology and Human Development Department Chair at Vanderbilt University.

Honors

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Experiences

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Education

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Megan Saylor

Vanderbilt University

Professor of Psychology and Human Development Department Chair

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child development language development cognitive development cognitive science child language early childhood development psychology developmental psychology early childhood communication behavioral sciences child psychology early childhood education cognition experimental child psychology language learning word learning language comprehension interpretation applied developmental psychology experimental psychology robotics human-computer interaction reading research human cognition nonverbal communication child-computer interaction semantic interpretation cognitive psychology educational communication word meaning educational psychology family psychology developmental science developmental cognitive neuroscience embryonic development language education embodied cognition atypical language development instructional video human development cognitive linguistics absent objects ambiguous requests continuous actions absent things infants ’ comprehension digital mediums learning theory video adaptation computer-supported collaborative learning ubiquitous learning neonatology active learning vision research caregivers social-emotional development primate behavior digital literacy computer-mediated communication human-machine interaction adolescent psychology reference data primary education learning by teaching concept formation agent theory young children relevant information noncontingent video third-party social interaction on-line segmentation dynamic human action complex layouts non-living things absent caregivers language processing in the brain child literacy language acquisition language science language cognitive neuroscience

Notable Scholarly Works

Notable Federal Grants

Collaborators

Effects of Context on Different Kinds of Fact Learning. British Journal of Developmental Psychology (2025)

context (linguistics)language learningsemantic evaluationcontext analysisdifferent kindssemantic learningcontextual issuescognitive scienceapplied linguisticslinguistics

Preschoolers Ask Questions About Unknown Words on Video Chat and in Live Interactions at Similar Rates. Journal of Experimental Child Psychology (2023)

Laura JanakiefskiIsabelle C. GuicheritMegan M. Saylor

information behaviorchild psychologylive interactionsexperimental social psychologynonverbal communicationexperimental psychologybehavioral sciencesdevelopmental psychologyunknown wordscommunicationchild developmentexperimental child psychologyearly childhood educationpsychologyeducational communicationchild languagebehavioral experimentslanguage developmentsimilar ratesvideo chat

Background Context Affects Word‐Object Mapping. British Journal of Developmental Psychology (2022)

Nicholas TippenhauerMegan M. Saylor

background contextdevelopmental psychologychild developmentword-object mappingpsychologycognitive developmentlanguage developmentpsycholinguisticsapplied developmental psychologylinguisticsbehavioral sciences

Gaining Access to the Unknown: Preschoolers Privilege Unknown Information as the Target of Their Questions About Verbs. Journal of Experimental Child Psychology (2022)

Laura JanakiefskiNicholas TippenhauerQimin LiuMadison GreenShanna LoughmillerMegan M. Saylor

early childhood developmentcommunicationchild developmentexperimental child psychologyearly childhood educationdevelopmental psychologyearly childhoodunknown informationpsychologycognitive developmentchild psychologylanguage developmentlinguisticscognitionlanguage comprehension

Developmental Differences in Preschoolers’ Definition Assessment and Production. Journal of Experimental Child Psychology (2020)

Nicholas TippenhauerYuyue SunSofia R. JimenezMadison GreenMegan M. Saylor

early childhood developmentdevelopmental psychologychild developmentexperimental child psychologyearly childhood educationdevelopmental differencespsychologychild psychologylanguage developmentdefinition assessment

Preschoolers' Responses to Unknown Words: Questions and Evaluation of Definition Quality.. Cognitive Science (2020)

Laura JanakiefskiNicholas TippenhauerMegan M. Saylor

early childhood developmentdefinition qualitychild developmentearly childhood educationearly childhoodchild languageunknown wordspsychologycognitive developmenteducationlanguage developmentreading researchcognitive sciencecognitionlanguage comprehension

CORRIGENDUM: Let's Chat: On-Screen Social Responsiveness is Not Sufficient to Support Toddlers' Word Learning From Video. Frontiers in Psychology (2019)

Georgene L. TrosethGabrielle A. StrouseBrian N. VerdineMegan M. Saylor

communicationchild languageon-screen social responsivenesspsychologylanguage developmentsocial responsivenessword learningvideo communicationbehavioral sciences

Effects of Context Variability on Two-Year-Olds’ Fact and Word Learning. Journal of Experimental Child Psychology (2019)

second language acquisitioncontext (linguistics)language processing in the brainlanguage learningchild literacychild languagecontext variabilitylanguage acquisitionlanguage developmentearly childhood literacylanguagelinguisticslanguage comprehension

Twelve‐Month‐Old Infants Respond to Speech About Absent Inaccessible Objects. Child Development (2019)

Maria A. OsinaAmy W. NeedhamMegan M. Saylor

child developmentchild languageabsent inaccessible objectscognitive developmentlanguage developmentlanguagetwelve-month-old infants respond

Active Learning From Infancy to Childhood. Springer eBooks (2018)

Megan M. SaylorPatricia A. Ganea

early childhood developmentchild developmentearly childhoodeducationactive learning

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Megan Saylor

Professor of Psychology and Human Development Department Chair

Vanderbilt University

Affiliations

Department of Psychology and Human Development

Cognitive Psychology in Context

College of Arts and Science

Neuroscience

Peabody College

Department of Psychology and Human Development

Megan Saylor is currently serving as a Cognitive Psychology In Context Professor of Psychology and Human Development Department Chair at Vanderbilt University.

Honors

Create free account to unlock more features

Experiences

Create free account to unlock more features

Education

Create free account to unlock more features

Megan Saylor

Vanderbilt University

Professor of Psychology and Human Development Department Chair

You can click a keyword to filter the displayed items

Notable Scholarly Works

Notable Federal Grants

Collaborators

Effects of Context on Different Kinds of Fact Learning. British Journal of Developmental Psychology (2025)

context (linguistics)language learningsemantic evaluationcontext analysisdifferent kindssemantic learningcontextual issuescognitive scienceapplied linguisticslinguistics

Preschoolers Ask Questions About Unknown Words on Video Chat and in Live Interactions at Similar Rates. Journal of Experimental Child Psychology (2023)

Laura JanakiefskiIsabelle C. GuicheritMegan M. Saylor

Background Context Affects Word‐Object Mapping. British Journal of Developmental Psychology (2022)

Nicholas TippenhauerMegan M. Saylor

Gaining Access to the Unknown: Preschoolers Privilege Unknown Information as the Target of Their Questions About Verbs. Journal of Experimental Child Psychology (2022)

Laura JanakiefskiNicholas TippenhauerQimin LiuMadison GreenShanna LoughmillerMegan M. Saylor

Developmental Differences in Preschoolers’ Definition Assessment and Production. Journal of Experimental Child Psychology (2020)

Nicholas TippenhauerYuyue SunSofia R. JimenezMadison GreenMegan M. Saylor

Preschoolers' Responses to Unknown Words: Questions and Evaluation of Definition Quality.. Cognitive Science (2020)

Laura JanakiefskiNicholas TippenhauerMegan M. Saylor

CORRIGENDUM: Let's Chat: On-Screen Social Responsiveness is Not Sufficient to Support Toddlers' Word Learning From Video. Frontiers in Psychology (2019)

Georgene L. TrosethGabrielle A. StrouseBrian N. VerdineMegan M. Saylor

communicationchild languageon-screen social responsivenesspsychologylanguage developmentsocial responsivenessword learningvideo communicationbehavioral sciences

Effects of Context Variability on Two-Year-Olds’ Fact and Word Learning. Journal of Experimental Child Psychology (2019)

Twelve‐Month‐Old Infants Respond to Speech About Absent Inaccessible Objects. Child Development (2019)

Maria A. OsinaAmy W. NeedhamMegan M. Saylor

child developmentchild languageabsent inaccessible objectscognitive developmentlanguage developmentlanguagetwelve-month-old infants respond

Active Learning From Infancy to Childhood. Springer eBooks (2018)

Megan M. SaylorPatricia A. Ganea

early childhood developmentchild developmentearly childhoodeducationactive learning

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