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{{short description|American psycholinguist}}
{{short description|American psycholinguist}}
{{Infobox scientist
{{Infobox scientist
| name = Elissa Lee Newport
| name = Elissa Lee Newport
| image =
| image =
| birth_date = {{circa}} {{birth year and age|1947}}
| birth_date = {{circa}} {{birth year and age|1947}}
| birth_place =
| birth_place =
| death_date =
| death_date =
| death_place =
| death_place =
| residence = [[United States|U.S.]]
| nationality = American
| nationality = [[United States]]
| field = [[Language acquisition]] & developmental linguistics
| field = [[Language acquisition]] & developmental linguistics
| spouse = [[Ted Supalla]]
| spouse = [[Ted Supalla]]
| work_institutions = [[University of California, San Diego]], [[University of Illinois]], [[University of Rochester]], [[Georgetown University]]
| work_institutions = [[University of California, San Diego]], [[University of Illinois]], [[University of Rochester]], [[Georgetown University]]
| alma_mater = [[Barnard College of Columbia University]], [[University of Pennsylvania]]
| alma_mater = [[Barnard College of Columbia University]], [[University of Pennsylvania]]
| awards = [[Benjamin Franklin Medal (Franklin Institute)|Benjamin Franklin Medal for Computer and Cognitive Sciences]], 2015
| awards = [[Benjamin Franklin Medal (Franklin Institute)|Benjamin Franklin Medal for Computer and Cognitive Sciences]], 2015
}}
}}


{{external media | width = 210px | align = right | headerimage= | video1 = [https://www.youtube.com/watch?v=hadcZVIdRX4 “Elissa L. Newport, Ph.D. - 2015 Benjamin Franklin Medal in Computer and Cognitive Science”], [[The Franklin Institute]]}}
{{external media | width = 210px | float = right | headerimage= | video1 = [https://www.youtube.com/watch?v=hadcZVIdRX4 “Elissa L. Newport, Ph.D. - 2015 Benjamin Franklin Medal in Computer and Cognitive Science”], [[The Franklin Institute]]}}


'''Elissa Lee Newport''' is a [[Professor]] of [[Neurology]] and Director of the Center for Brain Plasticity and Recovery at [[Georgetown University]]. She specializes in [[language acquisition]] and [[developmental linguistics|developmental psycholinguistics]], focusing on the relationship between [[language development]] and [[syntax|language structure]], and most recently on the effects of pediatric stroke on the organization and recovery of language.<ref name=DeAngelis>{{cite journal|last1=DeAngelis|first1=Tori|title=New hope for the damaged brain|journal=Monitor on Psychology|date=2013|volume=44|issue=5|page=40|url=http://www.apa.org/monitor/2013/05/hope-brain.aspx|accessdate=3 December 2015}}</ref><ref name=Franklin>{{cite web|title=Elissa L. Newport|url=https://www.fi.edu/laureates/elissa-l-newport|website=The Franklin Institute|accessdate=2 December 2015|date=2014-10-27}}</ref><ref name=Mallet/>
'''Elissa Lee Newport''' is a [[professor]] of [[neurology]] and director of the Center for Brain Plasticity and Recovery at [[Georgetown University]]. She specializes in [[language acquisition]] and [[developmental linguistics|developmental psycholinguistics]], focusing on the relationship between [[language development]] and [[syntax|language structure]], and most recently on the effects of pediatric stroke on the organization and recovery of language.<ref name=DeAngelis>{{cite journal|last1=DeAngelis|first1=Tori|title=New hope for the damaged brain|journal=Monitor on Psychology|date=2013|volume=44|issue=5|page=40|url=http://www.apa.org/monitor/2013/05/hope-brain.aspx|accessdate=3 December 2015}}</ref><ref name=Franklin>{{cite web|title=Elissa L. Newport|url=https://www.fi.edu/laureates/elissa-l-newport|website=The Franklin Institute|accessdate=2 December 2015|date=2014-10-27}}</ref><ref name=Mallet/>


==Biography==
==Biography==
<!-- born in 1947; BA, [[Wellesley College]]; confirm? when? what degree? -->
<!-- born in 1947; BA, [[Wellesley College]]; confirm? when? what degree? -->
Newport graduated from [[Ladue Horton Watkins High School]] in [[Ladue, Missouri]] in 1965.<ref name=Ladue>{{cite web|title=Ladue Horton Watkins High School|url=http://www.ladue65.myevent.com/3/myblog.htm|website=50th Reunion Ladue Horton Watkins High School|accessdate=3 December 2015}}</ref>
Newport graduated from [[Ladue Horton Watkins High School]] in [[Ladue, Missouri]] in 1965.<ref name=Ladue>{{cite web|title=Ladue Horton Watkins High School|url=http://www.ladue65.myevent.com/3/myblog.htm|website=50th Reunion Ladue Horton Watkins High School|accessdate=3 December 2015}}</ref>
Newport attended Wellesley College from 1965 to 1967 and in 1969 graduated from [[Barnard College of Columbia University]].<ref name=ClassOf1969>{{cite book|title=Mortarboard 1968|date=1968|publisher=Barnard College|location=New York City|url=https://archive.org/stream/mortarboard7419barn#page/n3/mode/2up|accessdate=3 December 2015}}</ref> Newport received a [[Ph.D]] from the [[University of Pennsylvania]] in 1975, where her advisors were [[Lila R. Gleitman|Lila Gleitman]] and [[Henry Gleitman]].<ref name=Landau>{{cite book|editor-last1=Landau|editor-first1=Barbara|title=Perception, cognition, and language : essays in honor of Henry and Lila Gleitman|date=2000|publisher=MIT Press|location=Cambridge, Mass.|isbn=9780262122283|page=7|url=https://books.google.com/books?id=FMlc2y_OQlEC&pg=PA7}}</ref>
Newport attended Wellesley College from 1965 to 1967 and in 1969 graduated from [[Barnard College of Columbia University]].<ref name=ClassOf1969>{{cite book|title=Mortarboard 1968|date=1968|publisher=Barnard College|location=New York City|url=https://archive.org/stream/mortarboard7419barn#page/n3/mode/2up|accessdate=3 December 2015}}</ref> Newport received a [[Ph.D.]] from the [[University of Pennsylvania]] in 1975, where her advisors were [[Lila R. Gleitman|Lila Gleitman]] and [[Henry Gleitman]].<ref name=Landau>{{cite book|editor-last1=Landau|editor-first1=Barbara|title=Perception, cognition, and language : essays in honor of Henry and Lila Gleitman|date=2000|publisher=MIT Press|location=Cambridge, Mass.|isbn=9780262122283|page=7|url=https://books.google.com/books?id=FMlc2y_OQlEC&pg=PA7}}</ref>


She was a member of the faculty in the Department of Psychology at the [[University of California, San Diego]] and the [[University of Illinois]] before joining the faculty at the [[University of Rochester]], where she was chair of the department and the George Eastman Professor of Brain and Cognitive Sciences. In July 2012, she joined the faculty at [[Georgetown University]] where she became the founding director of the newly established Center for Brain Plasticity and Recovery.<ref name=Mallet>{{cite news|last1=Mallet|first1=Karen|title=Georgetown University, MedStar National Rehabilitation Network Create Unique Brain Center|url=https://gumc.georgetown.edu/news/brain-center|accessdate=3 December 2015|work=Georgetown University Medical Center|date=July 11, 2012}}</ref><ref name=GeorgetownUniversity>{{cite web|title=Elissa Newport, Ph.D.|url=http://cbpr.georgetown.edu/faculty/elissa_newport|website=Georgetown University|accessdate=2 December 2015}}</ref> Dr. Newport is married to [[Ted Supalla]], who is also a professor in the Department of Neurology at Georgetown University.
She was a member of the faculty in the department of psychology at the [[University of California, San Diego]] and the [[University of Illinois]] before joining the faculty at the [[University of Rochester]], where she was chair of the department and the George Eastman Professor of Brain and Cognitive Sciences. In July 2012, she joined the faculty at [[Georgetown University]] where she became the founding director of the newly established Center for Brain Plasticity and Recovery.<ref name=Mallet>{{cite news|last1=Mallet|first1=Karen|title=Georgetown University, MedStar National Rehabilitation Network Create Unique Brain Center|url=https://gumc.georgetown.edu/news/brain-center|accessdate=3 December 2015|work=Georgetown University Medical Center|date=July 11, 2012}}</ref><ref name=GeorgetownUniversity>{{cite web|title=Elissa Newport, Ph.D.|url=http://cbpr.georgetown.edu/faculty/elissa_newport|website=Georgetown University|accessdate=2 December 2015}}</ref> Dr. Newport is married to [[Ted Supalla]], who is also a professor in the department of neurology at Georgetown University.


In 2017, Newport and eight other plaintiffs filed a lawsuit with attorney [[Ann Olivarius]] against the [[University of Rochester#Equal Employment Opportunity Commission complaint and related legal matters|University of Rochester]] for sexual misconduct by Professor Florian Jaeger of the Brain and Cognitive Sciences Department.<ref>Case No: 6:17-cv-06847, [https://casetext.com/case/aslin-v-univ-of-rochester Aslin et al. v. University of Rochester et al].</ref> The lawsuit followed upon an independent investigation by the university, about which Newman said "It is not acceptable to say that people have behaved offensively and inappropriately to our students, but nobody did anything wrong. It is not an acceptable conclusion to arrive at. Shame on you."<ref>Colleen Flaherty, "[https://www.insidehighered.com/news/2018/01/12/independent-investigation-sexual-harassment-rochester-provides-little-closure No closure at Rochester]," ''Inside HigherEd'', 12 January 2018.</ref> In 2020, the University settled the case for $9.4 million.<ref>Alexandra Witze, "[https://www.nature.com/articles/d41586-020-00937-1 University pays millions to researchers who sued over sexual-harassment allegations]," ''Science'', 27 March 2020.</ref>
In 2017, Newport and eight other plaintiffs filed a lawsuit against the [[University of Rochester#Equal Employment Opportunity Commission complaint and related legal matters|University of Rochester]] for its handling of sexual misconduct complaints against another professor.<ref>Colleen Flaherty, "[https://www.insidehighered.com/news/2018/01/12/independent-investigation-sexual-harassment-rochester-provides-little-closure No closure at Rochester]," ''Inside HigherEd'', 12 January 2018.</ref> In 2020, the university settled the case for $9.4 million.<ref>Alexandra Witze, "[https://www.nature.com/articles/d41586-020-00937-1 University pays millions to researchers who sued over sexual-harassment allegations]," ''Science'', 27 March 2020.</ref>

A March, 2022 article by Katie Herzog in Reason Magazine called the narrative against Jaeger into question, noting that several in-depth investigations into Jaeger's conduct found that he had not violated any university policies, and that his accusers, including Newport, appeared to engage in a protracted smear campaign and witch hunt, including threats of deportation based on claims that were "largely without factual basis," and had been "embellished," "distorted," or "unduly sensationalized" in an effort to "demonize" Jaeger.<ref>{{cite web |last1=Herzog |first1=Katie |title=How an Academic Grudge Turned Into a #MeToo Panic |url=https://reason.com/2022/03/14/how-an-academic-grudge-turned-into-a-metoo-panic/ |publisher=Reason Magazine}}</ref>


==Research interests==
==Research interests==
Newport studies both normal acquisition and [[Creole language|creolization]] using miniature languages presented to learners in the lab, where both the input and the structure of the language can be controlled, to see how the [[learning]] process actually works. A second line of research concerns maturational effects on language learning, comparing [[children]] to adults as [[language acquisition|first]] and [[second language acquisition|second language learners]], and asking why children, who are more limited in most cognitive domains, perform better than adults in language acquisition.<ref name=Nativist>{{cite book|editor-last1=Landau|editor-first1=Barbara|title=Perception, cognition, and language : essays in honor of Henry and Lila Gleitman|last=Newport|first=Elissa|chapter=A Nativist's view of learning: How to combine the Gleitmans in a theory of language acquisition|date=2000|publisher=MIT Press|location=Cambridge, Mass.|isbn=9780262122283|pages=105–120|chapter-url=https://books.google.com/books?id=FMlc2y_OQlEC&pg=PA105}}</ref> She also conducts studies of human learners acquiring [[music]]al and other [[pattern|nonlinguistic patterns]], and of nonhuman [[primates]] attempting to learn the same materials, to see where sequential learning, and the constraints on such learning, differ across species and domains.<ref name=Silva>{{cite book|last1=De Silva|first1=Clarence W.|title=Intelligent Machines: Myths and Realities|date=2000|publisher=CRC Press|location=Boca Raton, Florida|pages=132–133|url=https://books.google.com/books?id=k7ZwrCQK0I4C&pg=PA132|accessdate=3 December 2015|isbn=9780849303302}}</ref> A long-term interest concerns understanding why languages universally display certain types of structures, and considers whether constraints on pattern learning in children may provide part of the basis for universal regularities in languages of the world.<ref name=Kolata>{{cite news|last1=Kolata|first1=Gina|title=Linguists Debate Study Classifying Language As Innate Human Skill|url=https://www.nytimes.com/1992/09/01/health/linguists-debate-study-classifying-language-as-innate-human-skill.html?pagewanted=all|accessdate=3 December 2015|work=New York Times|date=September 1, 1992}}</ref> Her most recent work investigates language and the brain, using MRI to examine how sign and oral languages are represented in the brain and how language is reorganized after damage or disease.<ref name=25at25>{{cite journal|title=Reflecting on lifetimes of achievement|journal=Observer|date=2013|volume=26|issue=9|url=http://www.psychologicalscience.org/index.php/publications/observer/2013/november-13/reflecting-on-lifetimes-of-achievement.html|accessdate=3 December 2015}}</ref>
Newport studies both normal acquisition and [[Creole language|creolization]] using miniature languages presented to learners in the lab, where both the input and the structure of the language can be controlled, to see how the [[learning]] process actually works. A second line of research concerns maturational effects on language learning, comparing [[children]] to adults as [[language acquisition|first]] and [[second language acquisition|second language learners]], and asking why children, who are more limited in most cognitive domains, perform better than adults in language acquisition.<ref name=Nativist>{{cite book|editor-last1=Landau|editor-first1=Barbara|title=Perception, cognition, and language : essays in honor of Henry and Lila Gleitman|last=Newport|first=Elissa|chapter=A Nativist's view of learning: How to combine the Gleitmans in a theory of language acquisition|date=2000|publisher=MIT Press|location=Cambridge, Mass.|isbn=9780262122283|pages=105–120|chapter-url=https://books.google.com/books?id=FMlc2y_OQlEC&pg=PA105}}</ref> She also conducts studies of human learners acquiring [[music]]al and other [[pattern|nonlinguistic patterns]], and of nonhuman [[primates]] attempting to learn the same materials, to see where sequential learning, and the constraints on such learning, differ across species and domains.<ref name=Silva>{{cite book|last1=De Silva|first1=Clarence W.|title=Intelligent Machines: Myths and Realities|date=2000|publisher=CRC Press|location=Boca Raton, Florida|pages=132–133|url=https://books.google.com/books?id=k7ZwrCQK0I4C&pg=PA132|accessdate=3 December 2015|isbn=9780849303302}}</ref> A long-term interest concerns understanding why languages universally display certain types of structures, and considers whether constraints on pattern learning in children may provide part of the basis for universal regularities in languages of the world.<ref name=Kolata>{{cite news|last1=Kolata|first1=Gina|title=Linguists Debate Study Classifying Language As Innate Human Skill|url=https://www.nytimes.com/1992/09/01/health/linguists-debate-study-classifying-language-as-innate-human-skill.html|accessdate=3 December 2015|work=New York Times|date=September 1, 1992}}</ref> Her most recent work investigates language and the brain, using MRI to examine how sign and oral languages are represented in the brain and how language is reorganized after damage or disease.<ref name=25at25>{{cite journal|title=Reflecting on lifetimes of achievement|journal=Observer|date=2013|volume=26|issue=9|url=http://www.psychologicalscience.org/index.php/publications/observer/2013/november-13/reflecting-on-lifetimes-of-achievement.html|accessdate=3 December 2015}}</ref>


===Statistical Learning===
===Statistical Learning===
With [[Richard N. Aslin]] and [[Jenny Saffran]],<ref name=Science1996>{{cite journal|last1=Saffran|first1=J. R.|last2=Aslin|first2=R. N.|last3=Newport|first3=E. L.|title=Statistical Learning by 8-Month-Old Infants|journal=Science|date=13 December 1996|volume=274|issue=5294|pages=1926–1928|doi=10.1126/science.274.5294.1926|pmid=8943209|bibcode=1996Sci...274.1926S|s2cid=13321604}}</ref> Newport introduced [[statistical learning in language acquisition|statistical learning]] to the study of natural language acquisition: the hypothesis that infants, young children, and adults acquire the structure of languages by computing the statistics of the co-occurrence of elements - which elements of the sound stream occur most frequently, and which elements occur consistently together or predictively - and using these statistics to find the words, phrases, and sentence structures of their languages. They suggested that this process is implicit (therefore related to the more general notion of implicit learning) and can be done rapidly and online during language listening.<ref name=Rebuschat>{{cite book|last1=Rebuschat|first1=Patrick|title=Statistical learning and language acquisition|date=2012|publisher=De Gruyter Mouton|location=Boston, Massachusetts|isbn=978-1-934078-24-2|url=https://books.google.com/books?id=6505AgAAQBAJ&pg=PA52}}</ref> Newport and Aslin have gone on from their initial study of word segmentation<ref name=Science1996/><ref name=JML1996>{{cite journal|last1=Saffran|first1=J. R.|last2=Newport|first2=E. L.|last3=Aslin|first3=R. N.|title=Word segmentation: The role of distributional cues|journal=Journal of Memory and Language|date=1996|volume=35|issue=4|pages=606–621|url=http://www.waisman.wisc.edu/infantlearning/publications/SaffranNewportAslin1996.pdf|accessdate=3 December 2015|doi=10.1006/jmla.1996.0032}}</ref> to reveal the statistical computations done by children and adults in forming word categories,<ref name=Reeder>{{cite journal|last1=Reeder|first1=Patricia A.|last2=Newport|first2=Elissa L.|last3=Aslin|first3=Richard N.|title=From shared contexts to syntactic categories: The role of distributional information in learning linguistic form-classes|journal=Cognitive Psychology|date=2013|volume=66|issue=1|pages=30–54|doi=10.1016/j.cogpsych.2012.09.001|pmid=23089290|url=http://www.bcs.rochester.edu/people/newport/pdf/Reeder-etal_CogPsych2013.pdf|accessdate=3 December 2015|pmc=3621024|archive-url=https://web.archive.org/web/20160305225904/http://www.bcs.rochester.edu/people/newport/pdf/Reeder-etal_CogPsych2013.pdf|archive-date=5 March 2016|url-status=dead}}</ref> verb argument structure<ref name=Wonnacott>{{cite journal|last1=Wonnacott|first1=E|last2=Newport|first2=EL|last3=Tanenhaus|first3=MK|title=Acquiring and processing verb argument structure: distributional learning in a miniature language.|journal=Cognitive Psychology|date=May 2008|volume=56|issue=3|pages=165–209|pmid=17662707|doi=10.1016/j.cogpsych.2007.04.002|pmc=2405816}}</ref> and phrase structure<ref name=Thompson>{{cite journal|last1=Thompson|first1=Susan P.|last2=Newport|first2=Elissa L.|title=Statistical Learning of Syntax: The Role of Transitional Probability|journal=Language Learning and Development|date=2007|volume=3|issue=1|pages=1–42|url=http://www.bcs.rochester.edu/people/newport/pdf/thompson-newport07.pdf|accessdate=3 December 2015|doi=10.1080/15475440709336999|s2cid=220405689|archive-url=https://web.archive.org/web/20160305203631/http://www.bcs.rochester.edu/people/newport/pdf/thompson-newport07.pdf|archive-date=5 March 2016|url-status=dead}}</ref> and also have shown that this type of computation is not unique to language but appears to be a widespread computational ability that appears in other modalities and domains as well.<ref name=Saffran1997>{{cite journal|last1=Saffran|first1=J.|last2=Newport|first2=E.|last3=Aslin|first3=R.|last4=Tunick|first4=R. A.|last5=Barrueco|first5=S.|title=Incidental language learning: Listening (and learning) out of the corner of your ear|journal=Psychological Science|date=1997|volume=8|issue=2|pages=101–105|doi=10.1111/j.1467-9280.1997.tb00690.x|s2cid=18122168}}</ref><ref name=Creel>{{cite journal|last1=Creel|first1=Sarah C.|last2=Newport|first2=Elissa L.|last3=Aslin|first3=Richard N.|title=Distant Melodies: Statistical Learning of Nonadjacent Dependencies in Tone Sequences.|journal=Journal of Experimental Psychology: Learning, Memory, and Cognition|date=2004|volume=30|issue=5|pages=1119–1130|doi=10.1037/0278-7393.30.5.1119|pmid=15355140|url=http://www.bcs.rochester.edu/people../newport/Creel_Newport_Aslin.pdf|accessdate=3 December 2015|citeseerx=10.1.1.222.5584|archive-url=https://web.archive.org/web/20151208183427/http://www.bcs.rochester.edu/people../newport/Creel_Newport_Aslin.pdf|archive-date=8 December 2015|url-status=dead}}</ref><ref name=Fiser>{{cite journal|last1=Fiser|first1=József|last2=Aslin|first2=Richard N.|title=Encoding Multielement Scenes: Statistical Learning of Visual Feature Hierarchies.|journal=Journal of Experimental Psychology: General|date=2005|volume=134|issue=4|pages=521–537|doi=10.1037/0096-3445.134.4.521|pmid=16316289|url=http://www.bcs.rochester.edu/people../aslin/pdfs/Fiser_Aslin2005.pdf|accessdate=3 December 2015|citeseerx=10.1.1.211.2957|archive-url=https://web.archive.org/web/20151208142354/http://www.bcs.rochester.edu/people../aslin/pdfs/Fiser_Aslin2005.pdf|archive-date=8 December 2015|url-status=dead}}</ref><ref name=Gebhart>{{cite journal|last1=Gebhart|first1=Andrea L.|last2=Aslin|first2=Richard N.|last3=Newport|first3=Elissa L.|title=Changing Structures in Midstream: Learning Along the Statistical Garden Path|journal=Cognitive Science|date=August 2009|volume=33|issue=6|pages=1087–1116|doi=10.1111/j.1551-6709.2009.01041.x|pmid=20574548|pmc=2889674}}</ref>
With [[Richard N. Aslin]] and [[Jenny Saffran]],<ref name=Science1996>{{cite journal|last1=Saffran|first1=J. R.|last2=Aslin|first2=R. N.|last3=Newport|first3=E. L.|title=Statistical Learning by 8-Month-Old Infants|journal=Science|date=13 December 1996|volume=274|issue=5294|pages=1926–1928|doi=10.1126/science.274.5294.1926|pmid=8943209|bibcode=1996Sci...274.1926S|s2cid=13321604}}</ref> Newport introduced [[statistical learning in language acquisition|statistical learning]] to the study of natural language acquisition: the hypothesis that infants, young children, and adults acquire the structure of languages by computing the statistics of the co-occurrence of elements - which elements of the sound stream occur most frequently, and which elements occur consistently together or predictively - and using these statistics to find the words, phrases, and sentence structures of their languages. They suggested that this process is implicit (therefore related to the more general notion of implicit learning) and can be done rapidly and online during language listening.<ref name=Rebuschat>{{cite book|last1=Rebuschat|first1=Patrick|title=Statistical learning and language acquisition|date=2012|publisher=De Gruyter Mouton|location=Boston, Massachusetts|isbn=978-1-934078-24-2|url=https://books.google.com/books?id=6505AgAAQBAJ&pg=PA52}}</ref> Newport and Aslin have gone on from their initial study of word segmentation<ref name=Science1996/><ref name=JML1996>{{cite journal|last1=Saffran|first1=J. R.|last2=Newport|first2=E. L.|last3=Aslin|first3=R. N.|title=Word segmentation: The role of distributional cues|journal=Journal of Memory and Language|date=1996|volume=35|issue=4|pages=606–621|url=http://www.waisman.wisc.edu/infantlearning/publications/SaffranNewportAslin1996.pdf|accessdate=3 December 2015|doi=10.1006/jmla.1996.0032}}</ref> to reveal the statistical computations done by children and adults in forming word categories,<ref name=Reeder>{{cite journal|last1=Reeder|first1=Patricia A.|last2=Newport|first2=Elissa L.|last3=Aslin|first3=Richard N.|title=From shared contexts to syntactic categories: The role of distributional information in learning linguistic form-classes|journal=Cognitive Psychology|date=2013|volume=66|issue=1|pages=30–54|doi=10.1016/j.cogpsych.2012.09.001|pmid=23089290|url=http://www.bcs.rochester.edu/people/newport/pdf/Reeder-etal_CogPsych2013.pdf|accessdate=3 December 2015|pmc=3621024|archive-url=https://web.archive.org/web/20160305225904/http://www.bcs.rochester.edu/people/newport/pdf/Reeder-etal_CogPsych2013.pdf|archive-date=5 March 2016|url-status=dead}}</ref> verb argument structure<ref name=Wonnacott>{{cite journal|last1=Wonnacott|first1=E|last2=Newport|first2=EL|last3=Tanenhaus|first3=MK|title=Acquiring and processing verb argument structure: distributional learning in a miniature language.|journal=Cognitive Psychology|date=May 2008|volume=56|issue=3|pages=165–209|pmid=17662707|doi=10.1016/j.cogpsych.2007.04.002|pmc=2405816}}</ref> and phrase structure<ref name=Thompson>{{cite journal|last1=Thompson|first1=Susan P.|last2=Newport|first2=Elissa L.|title=Statistical Learning of Syntax: The Role of Transitional Probability|journal=Language Learning and Development|date=2007|volume=3|issue=1|pages=1–42|url=http://www.bcs.rochester.edu/people/newport/pdf/thompson-newport07.pdf|accessdate=3 December 2015|doi=10.1080/15475440709336999|s2cid=220405689|archive-url=https://web.archive.org/web/20160305203631/http://www.bcs.rochester.edu/people/newport/pdf/thompson-newport07.pdf|archive-date=5 March 2016|url-status=dead}}</ref> and also have shown that this type of computation is not unique to language but appears to be a widespread computational ability that appears in other modalities and domains as well.<ref name=Saffran1997>{{cite journal|last1=Saffran|first1=J.|last2=Newport|first2=E.|last3=Aslin|first3=R.|last4=Tunick|first4=R. A.|last5=Barrueco|first5=S.|title=Incidental language learning: Listening (and learning) out of the corner of your ear|journal=Psychological Science|date=1997|volume=8|issue=2|pages=101–105|doi=10.1111/j.1467-9280.1997.tb00690.x|s2cid=18122168}}</ref><ref name=Creel>{{cite journal|last1=Creel|first1=Sarah C.|last2=Newport|first2=Elissa L.|last3=Aslin|first3=Richard N.|title=Distant Melodies: Statistical Learning of Nonadjacent Dependencies in Tone Sequences.|journal=Journal of Experimental Psychology: Learning, Memory, and Cognition|date=2004|volume=30|issue=5|pages=1119–1130|doi=10.1037/0278-7393.30.5.1119|pmid=15355140|url=http://www.bcs.rochester.edu/people../newport/Creel_Newport_Aslin.pdf|accessdate=3 December 2015|citeseerx=10.1.1.222.5584|s2cid=1201841 |archive-url=https://web.archive.org/web/20151208183427/http://www.bcs.rochester.edu/people../newport/Creel_Newport_Aslin.pdf|archive-date=8 December 2015|url-status=dead}}</ref><ref name=Fiser>{{cite journal|last1=Fiser|first1=József|last2=Aslin|first2=Richard N.|title=Encoding Multielement Scenes: Statistical Learning of Visual Feature Hierarchies.|journal=Journal of Experimental Psychology: General|date=2005|volume=134|issue=4|pages=521–537|doi=10.1037/0096-3445.134.4.521|pmid=16316289|url=http://www.bcs.rochester.edu/people../aslin/pdfs/Fiser_Aslin2005.pdf|accessdate=3 December 2015|citeseerx=10.1.1.211.2957|archive-url=https://web.archive.org/web/20151208142354/http://www.bcs.rochester.edu/people../aslin/pdfs/Fiser_Aslin2005.pdf|archive-date=8 December 2015|url-status=dead}}</ref><ref name=Gebhart>{{cite journal|last1=Gebhart|first1=Andrea L.|last2=Aslin|first2=Richard N.|last3=Newport|first3=Elissa L.|title=Changing Structures in Midstream: Learning Along the Statistical Garden Path|journal=Cognitive Science|date=August 2009|volume=33|issue=6|pages=1087–1116|doi=10.1111/j.1551-6709.2009.01041.x|pmid=20574548|pmc=2889674}}</ref>


===Less is More Hypothesis===
===Less is More Hypothesis===
One of Newport's most well-known contributions to the field of language acquisition research is the '''Less is More Hypothesis'''.<ref name=Franklin/> In this hypothesis, Newport posits that children are better able to learn languages than [[adults]] because they have fewer cognitive resources available to them. This is advantageous in learning a complex combinatorial system such as a human language because children, given their cognitive limitations, will naturally proceed by beginning with small parts and will acquire more complex constructions only as they mature. In contrast, more competent adults will begin by trying to analyze more complexity from the start and will have difficulty finding the best analyses.<ref name=CogSci1990>{{cite journal|last1=Newport|first1=Elissa L.|title=Maturational Constraints on Language Learning|journal=Cognitive Science|date=1990|volume=14|issue=1|pages=11–28|doi=10.1207/s15516709cog1401_2}}</ref> In her natural language studies she has shown that learners who begin in childhood show much greater ultimate proficiency in both first and second languages than those who begin in adulthood.<ref name=CogSci1990/><ref name=CogPsy1989>{{cite journal|last1=Johnson|first1=JS|last2=Newport|first2=EL|title=Critical period effects in second language learning: the influence of maturational state on the acquisition of English as a second language|journal=Cognitive Psychology|date=1989|volume=21|issue=1|pages=60–99|doi=10.1016/0010-0285(89)90003-0|pmid=2920538|s2cid=15842890}}</ref> In her miniature language studies she has shown that children and adults differ in language learning in well controlled studies in the lab, with young children acquiring regular patterns and rules even when their input is inconsistent.<ref name=HudsonKam2005>{{cite journal|last1=Hudson Kam|first1=Carla L.|last2=Newport|first2=Elissa L.|title=Regularizing Unpredictable Variation: The Roles of Adult and Child Learners in Language Formation and Change|journal=Language Learning and Development|date=2005|volume=1|issue=2|pages=151–195|doi=10.1080/15475441.2005.9684215|s2cid=2912459}}</ref><ref name=HudsonKam2009>{{cite journal|last1=Hudson Kam|first1=Carla L.|last2=Newport|first2=Elissa L.|title=Getting it right by getting it wrong: When learners change languages|journal=Cognitive Psychology|date=2009|volume=59|issue=1|pages=30–65|url=http://idiom.ucsd.edu/~bakovic/variation/Hudson-Kam-Newport-2009.pdf|accessdate=3 December 2015|doi=10.1016/j.cogpsych.2009.01.001|pmid=19324332|pmc=2703698|archive-url=https://web.archive.org/web/20151208075957/http://idiom.ucsd.edu/~bakovic/variation/Hudson-Kam-Newport-2009.pdf|archive-date=8 December 2015|url-status=dead}}</ref><ref name=Culbertson>{{cite journal|last1=Culbertson|first1=Jennifer|last2=Newport|first2=Elissa L.|title=Harmonic biases in child learners: In support of language universals|journal=Cognition|date=June 2015|volume=139|pages=71–82|doi=10.1016/j.cognition.2015.02.007|pmid=25800352|pmc=4397919}}<!--|accessdate=3 December 2015--></ref> This regularization process provides an explanation of how children may contribute to the formation of languages over generations.
One of Newport's most well-known contributions to the field of language acquisition research is the '''Less is More Hypothesis'''.<ref name=Franklin/> In this hypothesis, Newport posits that children are better able to learn languages than [[adults]] because they have fewer cognitive resources available to them. This is advantageous in learning a complex combinatorial system such as a human language because children, given their cognitive limitations, will naturally proceed by beginning with small parts and will acquire more complex constructions only as they mature. In contrast, more competent adults will begin by trying to analyze more complexity from the start and will have difficulty finding the best analyses.<ref name=CogSci1990>{{cite journal|last1=Newport|first1=Elissa L.|title=Maturational Constraints on Language Learning|journal=Cognitive Science|date=1990|volume=14|issue=1|pages=11–28|doi=10.1207/s15516709cog1401_2|s2cid=207056257 |doi-access=free}}</ref> In her natural language studies she has shown that learners who begin in childhood show much greater ultimate proficiency in both first and second languages than those who begin in adulthood.<ref name=CogSci1990/><ref name=CogPsy1989>{{cite journal|last1=Johnson|first1=JS|last2=Newport|first2=EL|title=Critical period effects in second language learning: the influence of maturational state on the acquisition of English as a second language|journal=Cognitive Psychology|date=1989|volume=21|issue=1|pages=60–99|doi=10.1016/0010-0285(89)90003-0|pmid=2920538|s2cid=15842890}}</ref> In her miniature language studies she has shown that children and adults differ in language learning in well controlled studies in the lab, with young children acquiring regular patterns and rules even when their input is inconsistent.<ref name=HudsonKam2005>{{cite journal|last1=Hudson Kam|first1=Carla L.|last2=Newport|first2=Elissa L.|title=Regularizing Unpredictable Variation: The Roles of Adult and Child Learners in Language Formation and Change|journal=Language Learning and Development|date=2005|volume=1|issue=2|pages=151–195|doi=10.1080/15475441.2005.9684215|s2cid=2912459}}</ref><ref name=HudsonKam2009>{{cite journal|last1=Hudson Kam|first1=Carla L.|last2=Newport|first2=Elissa L.|title=Getting it right by getting it wrong: When learners change languages|journal=Cognitive Psychology|date=2009|volume=59|issue=1|pages=30–65|url=http://idiom.ucsd.edu/~bakovic/variation/Hudson-Kam-Newport-2009.pdf|accessdate=3 December 2015|doi=10.1016/j.cogpsych.2009.01.001|pmid=19324332|pmc=2703698|archive-url=https://web.archive.org/web/20151208075957/http://idiom.ucsd.edu/~bakovic/variation/Hudson-Kam-Newport-2009.pdf|archive-date=8 December 2015|url-status=dead}}</ref><ref name=Culbertson>{{cite journal|last1=Culbertson|first1=Jennifer|last2=Newport|first2=Elissa L.|title=Harmonic biases in child learners: In support of language universals|journal=Cognition|date=June 2015|volume=139|pages=71–82|doi=10.1016/j.cognition.2015.02.007|pmid=25800352|pmc=4397919}}<!--|accessdate=3 December 2015--></ref> This regularization process provides an explanation of how children may contribute to the formation of languages over generations.


==Awards and honors==
==Awards and honors==
Newport has been recognized by a number of organizations for the impact of her theoretical and empirical contributions to the field of language acquisition. She has been elected as a fellow in the [[American Philosophical Society]], the [[Association for Psychological Science]], the [[Society of Experimental Psychologists]], the [[Cognitive Science Society]], the [[American Association for the Advancement of Science]], the [[American Academy of Arts and Sciences]], and the [[United States National Academy of Sciences|National Academy of Sciences]]. Her research has been supported by [[Grant (money)|grants]] from the [[National Institutes of Health]] (NIH), the [[National Science Foundation]],<ref name=Georgetown>{{cite web|title=Georgetown's Elissa L. Newport Selected to Receive 2015 Franklin Institute Award|url=http://gumc.georgetown.edu/news/GEORGETOWNS-ELISSA-L-NEWPORT-SELECTED-TO-RECEIVE-2015-FRANKLIN-iNSTITUTE-AWARD|website=Georgetown University|date=November 3, 2014|accessdate=3 December 2015}}</ref><ref name=LSA>{{cite web|title=Elissa L. Newport|url=http://web.mit.edu/lsa2005/people/bios/newport.html|website=LSA Institute 2005|accessdate=3 December 2015}}</ref> the [[James S. McDonnell Foundation]], and the [[Packard Foundation]].<ref name=BCSRochester>{{cite web|title=Elissa Newport|url=http://www.bcs.rochester.edu/people/newport/newport.html|website=Brain & Cognitive Sciences|publisher=University of Rochester|accessdate=3 December 2015}}</ref>
Newport has been recognized by a number of organizations for the impact of her theoretical and empirical contributions to the field of language acquisition. She has been elected as a fellow in the [[American Philosophical Society]], the [[Association for Psychological Science]], the [[Society of Experimental Psychologists]], the [[Cognitive Science Society]], the [[American Association for the Advancement of Science]], the [[American Academy of Arts and Sciences]], and the [[United States National Academy of Sciences|National Academy of Sciences]]. Her research has been supported by [[Grant (money)|grants]] from the [[National Institutes of Health]] (NIH), the [[National Science Foundation]],<ref name=Georgetown>{{cite web|title=Georgetown's Elissa L. Newport Selected to Receive 2015 Franklin Institute Award|url=http://gumc.georgetown.edu/news/GEORGETOWNS-ELISSA-L-NEWPORT-SELECTED-TO-RECEIVE-2015-FRANKLIN-iNSTITUTE-AWARD|website=Georgetown University|date=November 3, 2014|accessdate=3 December 2015}}</ref><ref name=LSA>{{cite web|title=Elissa L. Newport|url=http://web.mit.edu/lsa2005/people/bios/newport.html|website=LSA Institute 2005|accessdate=3 December 2015}}</ref> the [[James S. McDonnell Foundation]], and the [[Packard Foundation]].<ref name=BCSRochester>{{cite web|title=Elissa Newport|url=http://www.bcs.rochester.edu/people/newport/newport.html|website=Brain & Cognitive Sciences|publisher=University of Rochester|accessdate=3 December 2015}}</ref>


In 2015, she was awarded the [[Benjamin Franklin Medal (Franklin Institute)|Benjamin Franklin Medal for Computer and Cognitive Sciences]].<ref name=Franklin/> She had previously received the Claude Pepper Award of Excellence from the NIH, and the William James Lifetime Achievement Award for Basic Research, the highest honor given by the Association for Psychological Science (APS).<ref name=James>{{cite web|last1=Mallet|first1=Karen|title=Dr. Newport Awarded Lifetime Achievement Award from Association for Psychological Science|url=https://gumc.georgetown.edu/news/dr-newport-awarded-lifetime-achivement|website=Georgetown University Medical Center|accessdate=3 December 2015|date=2014-02-19}}</ref>
In 2015, she was awarded the [[Benjamin Franklin Medal (Franklin Institute)|Benjamin Franklin Medal for Computer and Cognitive Sciences]].<ref name=Franklin/> She had previously received the Claude Pepper Award of Excellence from the NIH, and the William James Lifetime Achievement Award for Basic Research, the highest honor given by the Association for Psychological Science (APS).<ref name=James>{{cite web|last1=Mallet|first1=Karen|title=Dr. Newport Awarded Lifetime Achievement Award from Association for Psychological Science|url=https://gumc.georgetown.edu/news/dr-newport-awarded-lifetime-achivement|website=Georgetown University Medical Center|accessdate=3 December 2015|date=2014-02-19}}</ref>
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[[Category:Ladue Horton Watkins High School alumni]]
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[[Category:Members of the American Philosophical Society]]
[[Category:Members of the American Philosophical Society]]
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[[Category:The Benjamin Franklin Medal in Computer and Cognitive Science laureates]]

Latest revision as of 01:49, 4 April 2024

Elissa Lee Newport
Bornc. 1947 (age 76–77)
NationalityAmerican
Alma materBarnard College of Columbia University, University of Pennsylvania
SpouseTed Supalla
AwardsBenjamin Franklin Medal for Computer and Cognitive Sciences, 2015
Scientific career
FieldsLanguage acquisition & developmental linguistics
InstitutionsUniversity of California, San Diego, University of Illinois, University of Rochester, Georgetown University
External videos
video icon “Elissa L. Newport, Ph.D. - 2015 Benjamin Franklin Medal in Computer and Cognitive Science”, The Franklin Institute

Elissa Lee Newport is a professor of neurology and director of the Center for Brain Plasticity and Recovery at Georgetown University. She specializes in language acquisition and developmental psycholinguistics, focusing on the relationship between language development and language structure, and most recently on the effects of pediatric stroke on the organization and recovery of language.[1][2][3]

Biography[edit]

Newport graduated from Ladue Horton Watkins High School in Ladue, Missouri in 1965.[4] Newport attended Wellesley College from 1965 to 1967 and in 1969 graduated from Barnard College of Columbia University.[5] Newport received a Ph.D. from the University of Pennsylvania in 1975, where her advisors were Lila Gleitman and Henry Gleitman.[6]

She was a member of the faculty in the department of psychology at the University of California, San Diego and the University of Illinois before joining the faculty at the University of Rochester, where she was chair of the department and the George Eastman Professor of Brain and Cognitive Sciences. In July 2012, she joined the faculty at Georgetown University where she became the founding director of the newly established Center for Brain Plasticity and Recovery.[3][7] Dr. Newport is married to Ted Supalla, who is also a professor in the department of neurology at Georgetown University.

In 2017, Newport and eight other plaintiffs filed a lawsuit against the University of Rochester for its handling of sexual misconduct complaints against another professor.[8] In 2020, the university settled the case for $9.4 million.[9]

Research interests[edit]

Newport studies both normal acquisition and creolization using miniature languages presented to learners in the lab, where both the input and the structure of the language can be controlled, to see how the learning process actually works. A second line of research concerns maturational effects on language learning, comparing children to adults as first and second language learners, and asking why children, who are more limited in most cognitive domains, perform better than adults in language acquisition.[10] She also conducts studies of human learners acquiring musical and other nonlinguistic patterns, and of nonhuman primates attempting to learn the same materials, to see where sequential learning, and the constraints on such learning, differ across species and domains.[11] A long-term interest concerns understanding why languages universally display certain types of structures, and considers whether constraints on pattern learning in children may provide part of the basis for universal regularities in languages of the world.[12] Her most recent work investigates language and the brain, using MRI to examine how sign and oral languages are represented in the brain and how language is reorganized after damage or disease.[13]

Statistical Learning[edit]

With Richard N. Aslin and Jenny Saffran,[14] Newport introduced statistical learning to the study of natural language acquisition: the hypothesis that infants, young children, and adults acquire the structure of languages by computing the statistics of the co-occurrence of elements - which elements of the sound stream occur most frequently, and which elements occur consistently together or predictively - and using these statistics to find the words, phrases, and sentence structures of their languages. They suggested that this process is implicit (therefore related to the more general notion of implicit learning) and can be done rapidly and online during language listening.[15] Newport and Aslin have gone on from their initial study of word segmentation[14][16] to reveal the statistical computations done by children and adults in forming word categories,[17] verb argument structure[18] and phrase structure[19] and also have shown that this type of computation is not unique to language but appears to be a widespread computational ability that appears in other modalities and domains as well.[20][21][22][23]

Less is More Hypothesis[edit]

One of Newport's most well-known contributions to the field of language acquisition research is the Less is More Hypothesis.[2] In this hypothesis, Newport posits that children are better able to learn languages than adults because they have fewer cognitive resources available to them. This is advantageous in learning a complex combinatorial system such as a human language because children, given their cognitive limitations, will naturally proceed by beginning with small parts and will acquire more complex constructions only as they mature. In contrast, more competent adults will begin by trying to analyze more complexity from the start and will have difficulty finding the best analyses.[24] In her natural language studies she has shown that learners who begin in childhood show much greater ultimate proficiency in both first and second languages than those who begin in adulthood.[24][25] In her miniature language studies she has shown that children and adults differ in language learning in well controlled studies in the lab, with young children acquiring regular patterns and rules even when their input is inconsistent.[26][27][28] This regularization process provides an explanation of how children may contribute to the formation of languages over generations.

Awards and honors[edit]

Newport has been recognized by a number of organizations for the impact of her theoretical and empirical contributions to the field of language acquisition. She has been elected as a fellow in the American Philosophical Society, the Association for Psychological Science, the Society of Experimental Psychologists, the Cognitive Science Society, the American Association for the Advancement of Science, the American Academy of Arts and Sciences, and the National Academy of Sciences. Her research has been supported by grants from the National Institutes of Health (NIH), the National Science Foundation,[29][30] the James S. McDonnell Foundation, and the Packard Foundation.[31]

In 2015, she was awarded the Benjamin Franklin Medal for Computer and Cognitive Sciences.[2] She had previously received the Claude Pepper Award of Excellence from the NIH, and the William James Lifetime Achievement Award for Basic Research, the highest honor given by the Association for Psychological Science (APS).[32]

References[edit]

  1. ^ DeAngelis, Tori (2013). "New hope for the damaged brain". Monitor on Psychology. 44 (5): 40. Retrieved 3 December 2015.
  2. ^ a b c "Elissa L. Newport". The Franklin Institute. 2014-10-27. Retrieved 2 December 2015.
  3. ^ a b Mallet, Karen (July 11, 2012). "Georgetown University, MedStar National Rehabilitation Network Create Unique Brain Center". Georgetown University Medical Center. Retrieved 3 December 2015.
  4. ^ "Ladue Horton Watkins High School". 50th Reunion Ladue Horton Watkins High School. Retrieved 3 December 2015.
  5. ^ Mortarboard 1968. New York City: Barnard College. 1968. Retrieved 3 December 2015.
  6. ^ Landau, Barbara, ed. (2000). Perception, cognition, and language : essays in honor of Henry and Lila Gleitman. Cambridge, Mass.: MIT Press. p. 7. ISBN 9780262122283.
  7. ^ "Elissa Newport, Ph.D." Georgetown University. Retrieved 2 December 2015.
  8. ^ Colleen Flaherty, "No closure at Rochester," Inside HigherEd, 12 January 2018.
  9. ^ Alexandra Witze, "University pays millions to researchers who sued over sexual-harassment allegations," Science, 27 March 2020.
  10. ^ Newport, Elissa (2000). "A Nativist's view of learning: How to combine the Gleitmans in a theory of language acquisition". In Landau, Barbara (ed.). Perception, cognition, and language : essays in honor of Henry and Lila Gleitman. Cambridge, Mass.: MIT Press. pp. 105–120. ISBN 9780262122283.
  11. ^ De Silva, Clarence W. (2000). Intelligent Machines: Myths and Realities. Boca Raton, Florida: CRC Press. pp. 132–133. ISBN 9780849303302. Retrieved 3 December 2015.
  12. ^ Kolata, Gina (September 1, 1992). "Linguists Debate Study Classifying Language As Innate Human Skill". New York Times. Retrieved 3 December 2015.
  13. ^ "Reflecting on lifetimes of achievement". Observer. 26 (9). 2013. Retrieved 3 December 2015.
  14. ^ a b Saffran, J. R.; Aslin, R. N.; Newport, E. L. (13 December 1996). "Statistical Learning by 8-Month-Old Infants". Science. 274 (5294): 1926–1928. Bibcode:1996Sci...274.1926S. doi:10.1126/science.274.5294.1926. PMID 8943209. S2CID 13321604.
  15. ^ Rebuschat, Patrick (2012). Statistical learning and language acquisition. Boston, Massachusetts: De Gruyter Mouton. ISBN 978-1-934078-24-2.
  16. ^ Saffran, J. R.; Newport, E. L.; Aslin, R. N. (1996). "Word segmentation: The role of distributional cues" (PDF). Journal of Memory and Language. 35 (4): 606–621. doi:10.1006/jmla.1996.0032. Retrieved 3 December 2015.
  17. ^ Reeder, Patricia A.; Newport, Elissa L.; Aslin, Richard N. (2013). "From shared contexts to syntactic categories: The role of distributional information in learning linguistic form-classes" (PDF). Cognitive Psychology. 66 (1): 30–54. doi:10.1016/j.cogpsych.2012.09.001. PMC 3621024. PMID 23089290. Archived from the original (PDF) on 5 March 2016. Retrieved 3 December 2015.
  18. ^ Wonnacott, E; Newport, EL; Tanenhaus, MK (May 2008). "Acquiring and processing verb argument structure: distributional learning in a miniature language". Cognitive Psychology. 56 (3): 165–209. doi:10.1016/j.cogpsych.2007.04.002. PMC 2405816. PMID 17662707.
  19. ^ Thompson, Susan P.; Newport, Elissa L. (2007). "Statistical Learning of Syntax: The Role of Transitional Probability" (PDF). Language Learning and Development. 3 (1): 1–42. doi:10.1080/15475440709336999. S2CID 220405689. Archived from the original (PDF) on 5 March 2016. Retrieved 3 December 2015.
  20. ^ Saffran, J.; Newport, E.; Aslin, R.; Tunick, R. A.; Barrueco, S. (1997). "Incidental language learning: Listening (and learning) out of the corner of your ear". Psychological Science. 8 (2): 101–105. doi:10.1111/j.1467-9280.1997.tb00690.x. S2CID 18122168.
  21. ^ Creel, Sarah C.; Newport, Elissa L.; Aslin, Richard N. (2004). "Distant Melodies: Statistical Learning of Nonadjacent Dependencies in Tone Sequences" (PDF). Journal of Experimental Psychology: Learning, Memory, and Cognition. 30 (5): 1119–1130. CiteSeerX 10.1.1.222.5584. doi:10.1037/0278-7393.30.5.1119. PMID 15355140. S2CID 1201841. Archived from the original (PDF) on 8 December 2015. Retrieved 3 December 2015.
  22. ^ Fiser, József; Aslin, Richard N. (2005). "Encoding Multielement Scenes: Statistical Learning of Visual Feature Hierarchies" (PDF). Journal of Experimental Psychology: General. 134 (4): 521–537. CiteSeerX 10.1.1.211.2957. doi:10.1037/0096-3445.134.4.521. PMID 16316289. Archived from the original (PDF) on 8 December 2015. Retrieved 3 December 2015.
  23. ^ Gebhart, Andrea L.; Aslin, Richard N.; Newport, Elissa L. (August 2009). "Changing Structures in Midstream: Learning Along the Statistical Garden Path". Cognitive Science. 33 (6): 1087–1116. doi:10.1111/j.1551-6709.2009.01041.x. PMC 2889674. PMID 20574548.
  24. ^ a b Newport, Elissa L. (1990). "Maturational Constraints on Language Learning". Cognitive Science. 14 (1): 11–28. doi:10.1207/s15516709cog1401_2. S2CID 207056257.
  25. ^ Johnson, JS; Newport, EL (1989). "Critical period effects in second language learning: the influence of maturational state on the acquisition of English as a second language". Cognitive Psychology. 21 (1): 60–99. doi:10.1016/0010-0285(89)90003-0. PMID 2920538. S2CID 15842890.
  26. ^ Hudson Kam, Carla L.; Newport, Elissa L. (2005). "Regularizing Unpredictable Variation: The Roles of Adult and Child Learners in Language Formation and Change". Language Learning and Development. 1 (2): 151–195. doi:10.1080/15475441.2005.9684215. S2CID 2912459.
  27. ^ Hudson Kam, Carla L.; Newport, Elissa L. (2009). "Getting it right by getting it wrong: When learners change languages" (PDF). Cognitive Psychology. 59 (1): 30–65. doi:10.1016/j.cogpsych.2009.01.001. PMC 2703698. PMID 19324332. Archived from the original (PDF) on 8 December 2015. Retrieved 3 December 2015.
  28. ^ Culbertson, Jennifer; Newport, Elissa L. (June 2015). "Harmonic biases in child learners: In support of language universals". Cognition. 139: 71–82. doi:10.1016/j.cognition.2015.02.007. PMC 4397919. PMID 25800352.
  29. ^ "Georgetown's Elissa L. Newport Selected to Receive 2015 Franklin Institute Award". Georgetown University. November 3, 2014. Retrieved 3 December 2015.
  30. ^ "Elissa L. Newport". LSA Institute 2005. Retrieved 3 December 2015.
  31. ^ "Elissa Newport". Brain & Cognitive Sciences. University of Rochester. Retrieved 3 December 2015.
  32. ^ Mallet, Karen (2014-02-19). "Dr. Newport Awarded Lifetime Achievement Award from Association for Psychological Science". Georgetown University Medical Center. Retrieved 3 December 2015.
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