Makeba Parramore Wilbourn
Associate Professor of the Practice of Psychology and Neuroscience
Education & Training
Ph.D., Cornell University 2008
M.A., California State University at Fullerton 2001
B.A., California State University at Fullerton 1997
My program of research explores how the relationship between cognition and language changes over time and the types of input (e.g., gestures, bilingualism) that influence this relationship. In general, my research addresses three key theoretical questions. First, how does cognition influence language early in development? In particular, I am interested in how infants and toddlers’ developing cognitive and perceptual skills lay the foundation for early word learning and how this changes as a function of input and experience. Secondly, how does language come to influence cognition in children and adults? In this line of research, I am interested in determining how various types of linguistic and cultural experiences affect the cognitive abilities of monolinguals and bilinguals throughout development. Finally, how does the use of gesture influence the relationship between cognition and language? This area of research focuses on the relationship between early gesture use and later language development and how this relationship is influenced by socio-cultural factors, such as race and socioeconomic status.
Development, gesture, early word learning, cognition and language, socio-cultural factors
Wilbourn, M. P., and J. P. Sims. “Get by With a Little Help From a Word: Multimodal Input Facilitates 26-Month-Olds' Ability to Map and Generalize Arbitrary Gestural Labels.” Journal of Cognition and Development, vol. 14, no. 2, Apr. 2013, pp. 250–69. Scopus, doi:10.1080/15248372.2012.658930. Full Text
Robertson, Steven S., et al. “Attentional dynamics of infant visual foraging..” Proceedings of the National Academy of Sciences of the United States of America, vol. 109, no. 28, July 2012, pp. 11460–64. Epmc, doi:10.1073/pnas.1203482109. Full Text
Wilbourn, Makeba Parramore, et al. “The Lexical Stroop Sort (LSS) picture-word task: a computerized task for assessing the relationship between language and executive functioning in school-aged children..” Behavior Research Methods, vol. 44, no. 1, Mar. 2012, pp. 270–86. Epmc, doi:10.3758/s13428-011-0142-4. Full Text
Wilbourn, M. P., and M. Casasola. “Hand me a cue: Developmental changes in infants’ associative word learning abilities.” Developmental Psychology, 2012.
Kalia, V., et al. “Age of second language acquisition and language proficiency interactively influence bilinguals’ cognition.” Bilingualism: Cognition & Language, 2012.
Kalia, V., and M. P. Wilbourn. “Changing frames of reference: Language impacts cognition and memory in Indian bilinguals.” Journal of Cross Cultural Psychology, 2012.
Wilbourn, Makeba Parramore, et al. “Consistency of hand-preference across the early years: long-term relationship to verbal intelligence and reading achievement in girls..” Developmental Psychology, vol. 47, no. 4, July 2011, pp. 931–42. Epmc, doi:10.1037/a0023834. Full Text
Wilbourn, M. P., and D. W. Kee. “Henry the nurse is a doctor too: Implicitly examining children's gender stereotypes for male and female occupational roles.” Sex Roles, vol. 62, no. 9, May 2010, pp. 670–83. Scopus, doi:10.1007/s11199-010-9773-7. Full Text
Wilbourn, Makeba Parramore, and Marianella Casasola. “Discriminating signs: perceptual precursors to acquiring a visual-gestural language..” Infant Behavior & Development, vol. 30, no. 1, Feb. 2007, pp. 153–60. Epmc, doi:10.1016/j.infbeh.2006.08.006. Full Text
Casasola, M., et al. “Can English-learning toddlers acquire and generalize a novel spatial word?.” First Language, vol. 26, no. 2, Dec. 2006, pp. 187–205. Scopus, doi:10.1177/0142723706060746. Full Text
Emotion, Cognition, and Language: A mixed methods approach to studying developmental changes in infants' discrimination, categorization, and label learning for emotion facial expressions.. March 1, 2013