Faculty & Labs


Sarah Creel

Associate Professor

Homepage: https://quote.ucsd.edu/creel/
Email: creel@cogsci.ucsd.edu

Office: CSB 167
Phone: 858 534.7308

Research Interests

Language development, word recognition, eye tracking, cognitive control, music perception.

Featured Publications

Creel, S. C., & Bregman, M. R. (2011). How Talker Identity Relates to Language Processing. Language and Linguistics Compass, 5(5), 190-204.

Creel, S. C. (2011). Specific previous experience affects perception of harmony and meter. Journal of Experimental Psychology: Human Perception and Performance. (available on-line)

Creel, S. C., & Tumlin, M. A. (2011). On-line acoustic and semantic interpretation of talker information. Journal of Memory and Language. Elsevier Inc. doi:10.1016/j.jml.2011.06.005 (available on-line)

Selected Publications

Creel, S. C., & Dahan, D. (2010). The influence of the temporal structure of spoken words on paired-associate learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36, 110-122.

Creel, S. C., Aslin, R. N., & Tanenhaus, M. K. (In press). Word learning under adverse listening conditions: Context-specific recognition. Language and Cognitive Processes. [available online]

Creel, S. C., & Tumlin, M. A. (2012). On-line recognition of music is influenced by relative and absolute pitch information. Cognitive Science, 36, 261-285.

Creel, S. C. (2012). Looking ahead: Comment on Morgante, Zolfaghari, and Johnson. Infancy, 17(2), 141-158.

Jiménez, S. J., & Creel, S. C. (2012). Factors affecting talker recognition in preschoolers and adults. Proceedings of the 36th annual Boston University Conference on Language Development.

Bregman, M. R., & Creel, S. C. (2012). Learning to recognize unfamiliar voices: the role of language familiarity and music experience. Proceedings of the Cognitive Science Society conference.

Pająk, B., Creel, S. C., & Levy, R. (2012). Can native-language perceptual bias facilitate learning words in a new language? To appear in Proceedings of the Cognitive Science Society conference.

Quam, C., & Creel, S. C. (2012). What's in a rise? Effects of language experience on interpretation of lexical tone. Proceedings of the 36th annual Boston University Conference on Language Development.

Creel, S. C. (2012). Preschoolers’ use of talker information in on-line comprehension. Child Development, 83(6), 2042–56. doi:10.1111/j.1467-8624.2012.01816.x

Creel, S. C. (2012). Similarity-based restoration of metrical information: Different listening experiences result in different perceptual inferences. Cognitive Psychology, 65(2), 321–51. doi:10.1016/j.cogpsych.2012.04.004

Creel, S. C. (2012). Phonological similarity and mutual exclusivity: on-line recognition of atypical pronunciations in 3-5-year-olds. Developmental Science, 15(5), 697–713. doi:10.1111/j.1467-7687.2012.01173.x

Creel, S. C., & Jimenez, S. R. (2012). Differences in talker recognition by preschoolers and adults. Journal of Experimental Child Psychology, 113, 487–509.

Muench, K. L., & Creel, S. C. (2013). Gradient phonological inconsistency affects vocabulary learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 39(5), 1585–1600. doi:10.1037/a0032862

Frye, C. I., & Creel, S. C. (2013). Emotional Speech Processing and Language Knowledge. In M. Knauff, M. Pauen, N. Sebanz, & I. Wachsmuth (Eds.), Proceedings of the 35th annual Conference of the Cognitive Science Society (pp. 2333–2337). Austin, TX: Cognitive Science Society.

Creel, S. C. (2013). Dimensions of specificity in musical memory: Evidence from metrical restoration. In M. Knauff, M. Pauen, N. Sebanz, & I. Wachsmuth (Eds.), Proceedings of the 35th annual Conference of the Cognitive Science Society (pp. 2106–2111). Austin, TX: Cognitive Science Society.

Creel, S. C. (2014). Impossible to _gnore: Word-Form Inconsistency Slows Preschool Children’s Word-Learning. Language Learning and Development, 10(1), 68–95. doi:10.1080/15475441.2013.803871

Bregman, M. R., & Creel, S. C. (2014). Gradient language dominance affects talker learning. Cognition, 130(1), 85–95. doi:10.1016/j.cognition.2013.09.010

Creel, S. C. (2014). Tipping the scales: Auditory cue weighting changes over development. Journal of Experimental Psychology: Human Perception and Performance, 40(3), 1146–1160. doi:10.1037/a0036057

Creel, S. C. (2014). Preschoolers’ flexible use of talker information during word learning. Journal of Memory and Language, 73, 81–98.

Borovsky, A., & Creel, S. C. (2014). Children and adults integrate talker and verb information in online processing. Developmental Psychology, 50(5), 1600–13. doi:10.1037/a0035591

Creel, S. C. (In press). Ups and downs in auditory development: Preschoolers’ sensitivity to pitch contour and timbre. Cognitive Science Journal.

Creel, S. C., & Quam, C. (2015). Apples and oranges: developmental discontinuities in spoken-language processing? Trends in Cognitive Sciences, 19(12), 713-716.

Pajak, B., Creel, S. C., & Levy, R. (In press). Difficulty in learning similar-sounding words: a developmental stage or a general property of learning? Journal of Experimental Psychology: Learning, Memory, and Cognition.

Creel, S. C., Rojo, D. P., & Paullada, A. N. (In press). Effects of contextual support on preschoolers’ accented speech comprehension. Journal of Experimental Child Psychology.