PhD fellowship in Developmental Psychology in the Department of Psychology at the University of Warwick (Language and Learning Group)

Supervisor: Dr Chiara Gambi

This PhD fellowship offers the opportunity for research on language development. This field of research is highly multidisciplinary and integrates insights from developmental psychology, linguistics, cognitive science and computer science.

Within this broad field, Dr Gambi’s current research focusses on the role that linguistic prediction plays in the process of language acquisition. This includes the role prediction plays in supporting learning of new words (Gambi et al., 2021, 2024) or difficult sentence structures (Gambi & Messenger, 2023), and the role it plays in facilitating smooth turn-taking and fluent interactions with peers and caregivers (Lindsay et al., 2019). In addition, Dr Gambi is interested in how motivation (i.e., interest and curiosity) might influence predictive language learning mechanisms, or be enhanced by detecting erroneous predictions (see Gambi, 2023 for a brief discussion of this in the context of second language acquisition).

Project proposals that address any of the above areas are of particular interest, but other topics that fall within Dr Gambi’s expertise could also be suitable. Proposals that rely on a combination of behavioural, eye-tracking, neuroscientific (EEG or fNIRS), or computational methods are welcome.

The PhD student will join the Language and Learning Group. This group consists of many senior academics interested in language acquisition (Prof. Sotaro Kita, Prof. Thomas Hills, Dr. Olga Fehrer, Dr. Adriano Lameira, Dr. Michelle McGillion, Dr. Suzanne Aussems, Dr. Alice Chan), PhD students, and postdoctoral researchers. The student will have access to the Department of Psychology’s Child and Baby Lab (known as WaRKs, Warwick Research with Kids) and its extensive database of families and nurseries/schools interested in research. The Department of Psychology houses two eye-trackers suitable with research with children (an Eye-Link 1000 and a Tobii Pro Fusion), as well as facilities for preferential looking studies, an fNIRS system and an EEG system.

Requirements:

We are looking for candidates with an interest in child development, and particularly in language acquisition, who are able to think critically, integrate different perspectives, and come up with new ideas, and who are persistent in finding solutions to challenges. Strong skills in statistical analyses (preferably R) and academic writing are highly valued. Applicants should, as a minimum, have an Upper Second Class undergraduate degree in Psychology or a related field, but preferably a First Class undergraduate degree or a Master’s distinction in Psychology or a related field, for example Linguistics, Cognitive Science, Neuroscience, or Computer Science. To apply, please include your CV (2 pages maximum) and a cover letter (2 pages maximum) detailing why you are a suitable candidate, any relevant background or research experience, and a description of your research interests.

Applicants without an existing PhD application with us should apply online through the Doctoral College online form: https://warwick.ac.uk/pgapply

Applicants who already have an existing PhD application with us should instead complete the online form: https://warwick.ac.uk/fac/sci/psych/fellowships/applications

For questions regarding this PhD project, please contact Dr Chiara Gambi ( ).

Closing date: Sunday 16 March 2025 at 23.59

Representative list of publications:

Gambi, C., Lelonkiewicz, J. R., & Crepaldi, D. (2024). Do children (and adults) benefit from a prediction error boost in one-shot word learning?. Journal of Cognition, 7(1), 13. doi: 10.5334/joc.342. Pre-print: https://osf.io/preprints/osf/kx4sf

Gambi, C., & Messenger, K. (2023). The role of prediction error in 4 year olds’ learning of English direct object datives. Languages, 8(4), 276. https://doi.org/10.3390/languages8040276. Pre-print: https://osf.io/preprints/osf/zsmdg

Gambi, C. (2021). The role of prediction in second language vocabulary learning. In Kaan, E., and Grüter, T. (Eds.). Prediction in Second Language Processing and Learning. John Benjamins, pp. 187-206

Gambi, C., Pickering, M.J., & Rabagliati, H. (2021). Prediction error boosts retention of novel words in adults but not in children. Cognition, 211, doi:10.1016/j.cognition.2021.104650. Pre-print: https://psyarxiv.com/z4ba8

Gambi, C., Jindal, P., Sharpe, S., Pickering, M.J., & Rabagliati, H. (2021). The relation between preschoolers’ vocabulary development and their ability to predict and recognize words. Child Development, 92(3), 1048-1066. doi:10.1111/cdev.13465. Pre-print: https://psyarxiv.com/9nhw8/

*Lindsay, L., Gambi*, C., Rabagliati, H. (2019). Preschoolers optimize the timing of their conversational turns through flexible coordination of language comprehension and production. Psychological Science, 3(4), 504-515. doi:10.1177/0956797618822802. Pre-print: https://psyarxiv.com/m2p8h *joint first authorship