Journal Articles

MacDonald, K., LaMarr, T., Corina, D., Marchman V.A., & Fernald, A. (2018). Real-time lexical comprehension in young children learning American Sign Language. Developmental Science [PDF] [Preprint PDF] [paper site] [code repository]

MacDonald, K., Bion, R., & Fernald, A. (in prep). M-o-o-s as cues: Young children map novel animal vocalizations to unfamiliar animals. [code repository]

Hardwicke, T. E., Mathur, M. B., MacDonald, K., Nilsonne, G., Banks, G. C., Kidwell, M.C., Hofelich-Mohr, A., Clayton, E., Yoon, E.J., Tessler, M.H., Lenne, R., Altman, S., Long, B., & Frank, M.C. (2018). Data availability, reusability, and analytic reproducibility: Evaluating the impact of a mandatory open data policy at the journal Cognition. [PDF] [Preprint PDF] [osf page] [code repository]

Sanchez*, A., Meylan, S., Braginsky, M., MacDonald, K., Yurovsky, D., & Frank, M. C. (accepted). childes-db: a flexible and reproducible interface to the Child Language Data Exchange System (CHILDES). [Preprint PDF] [website] [R package API] [code repository]

MacDonald, K., Yurovsky, D., & Frank, M.C. (2017). Social cues modulate the representations underlying cross-situational learning. Cognitive Psychology. 94, 67–84. [PDF] [code repository] [paper site]

Barth, H., Bhandari, K., Garcia, J., MacDonald, K., & Chase, E. (2014). Preschoolers trust novel members of accurate speakers’ groups and judge them favorably. Quarterly Journal of Experimental Psychology, 67, 872-883. [PDF]

MacDonald, K., Schug, M., Chase, E. & Barth, H. (2013). My people, right or wrong? Minimal group membership disrupts children’s selective trust in testimony. Cognitive Development, 28, 247-259. [PDF]


Refereed Conference Proceedings

MacDonald, K., Marchman V.A., Fernald, A., & Frank, M.C. (2018). Adults and preschoolers seek visual information to support language comprehension in noisy environments. Proceedings of the 40th Annual Meeting of the Cognitive Science Society. [PDF] [code repository] [talk slides]

Yoon, E.J.*, MacDonald, K.*, Asaba M., Gweon, H., & Frank, M.C. (2018). Balancing informational and social goals in active learning. Proceedings of the 40th Annual Meeting of the Cognitive Science Society. [PDF] [code repository] [talk slides] [*co-first authors]

MacDonald, K., Blonder, A., Marchman V.A., Fernald, A., & Frank, M.C. (2017). An information-seeking account of eye movements during spoken and signed language comprehension. Proceedings of the 39th Annual Meeting of the Cognitive Science Society. [PDF] [code repository]

MacDonald, K., & Frank, M.C. (2016). When does passive learning improve the effectiveness of active learning? Proceedings of the 38th Annual Meeting of the Cognitive Science Society. [PDF] [code repository] [paper site]

Frank, M.C., Lewis, M.L., & MacDonald, K. (2016). A performance model for early word learning. Proceedings of the 38th Annual Meeting of the Cognitive Science Society. [PDF] [code repository]

MacDonald, K., Yurovsky, D., & Frank, M.C. (2015). Referential cues modulate attention and memory during cross-situational word learning. Proceedings of the 37th Annual Meeting of the Cognitive Science Society. [PDF]

Misc.

MacDonald, K.. How social contexts shape active learning. Conceptual Analysis of Dissertation Area. Department of Psychology, Stanford University. [PDF]