Outline of work:
I am a postdoctoral research fellow on the Leverhulme research project 'Language learning from syntactic priming' working with Katherine Messenger. My research focuses on how young children learn different grammatical structures, and whether this learning process is the same or different to how adult bilingual speakers learn a second language. Previously, I completed my PhD at the University of Birmingham, investigating the effect of healthy ageing on language production, and I worked at the Max Planck Institute for Psycholinguistics in The Netherlands.
To learn more about my research and to see a full list of publications, please visit my personal homepage: sophiehardy.co.uk
- Messenger, K., Hardy, S. M., & Coumel, M. (2020). An exemplar model should be able to explain all syntactic priming phenomena: A commentary on Ambridge (2020). First Language, 40(5-6), 616-620, https://journals.sagepub.com/doi/10.1177/0142723720904479
- Hardy, S. M., Segaert, K., & Wheeldon, L. (2020). Healthy ageing and sentence production: Disrupted lexical access in the context of intact syntactic planning. Frontiers in Psychology, 11, 257, https://www.frontiersin.org/articles/10.3389/fpsyg.2020.00257/full
- Hardy, S. M., Wheeldon, L., Segaert, K. (2020). Structural priming is determined by global syntax rather than internal phrasal structure: Evidence from young and older adults. Journal of Experimental Psychology: Learning, Memory, and Cognition, 46(4), 720-740, https://www.ncbi.nlm.nih.gov/pubmed/31545625
- Hardy, S. M., Messenger, K., & Maylor, E. A. (2017). Aging and syntactic representations: Evidence of preserved syntactic priming and lexical boost. Psychology and Aging, 32(6), 588-596, https://www.ncbi.nlm.nih.gov/pubmed/28891670