In everyday life, children hear but also often see their caregiver talking. Children build on this correspondence to resolve auditory uncertainties and decipher words from the speech input. As they hear the name of an object, 18- to 30-month-olds form a representation that permits word recognition in either the auditory (i.e. acoustic form of the…

Emotion labels can be helpful for creating emotion categories. Russell and Widen (2002) demonstrated the label superiority effect; that is, emotion labels produce a more precise categorization of emotional faces than the corresponding emotional faces. The current study aimed to test the label superiority effect on emotional voices and examined…

Categories are fundamental to everyday life and the ability to learn new categories is relevant across the lifespan. Categories are ubiquitous across modalities, supporting complex processes such as object recognition and speech perception. Prior work has proposed that different categories may engage learning systems with unique developmental…

Addressing the disparate levels of aural skills that students may have acquired through their daily musical experiences prior to formal schooling can be difficult. Placement tests within the Western classical musical tradition typically involve structural decoding and formal concepts of elementary music theory. In this manuscript, we discuss the…