Carol Miller

About

Carol Miller is a faculty member in the Linguistics Program at Pennsylvania State University. Her research interests include typical and atypical language development, with a focus on children with specific language impairment. She investigates cognitive processes involved in communication disorders, emphasizing processing speed, memory, attention, and perceptual processing in both children and adults with language disorders. Additionally, her work explores the relationships between language and social cognition in young children. She welcomes undergraduate and graduate students to work in her laboratory as volunteers or through independent study, with opportunities often available during the summer. Students may participate in the collection, coding, or analysis of data from current research projects, contributing to advancing understanding in her areas of expertise.

Research topics

• Psychology
• Linguistics
• Developmental psychology
• Cognitive psychology
• Mathematics education

Selected publications

• Opportunities and Challenges for AI-Based Support for Speech-Language Pathologists

  2024-06-22 · 33 citations

  articleOpen access

  Speech-Language Pathologists (SLPs) are professionals who work with children and adults in the prevention, assessment, diagnosis, and intervention for speech, language, and communication difficulties. This research investigates the experiences and perceptions of SLPs regarding the potential for Artificial Intelligence (AI) technologies to support their work. Through a series of three studies, including an online survey, an Asynchronous Remote Community (ARC), and an observation of online communi…

  PublisherDOI

• Bilingualism and Attention in Typically Developing Children and Children With Developmental Language Disorder

  Journal of Speech Language and Hearing Research · 2019-10-25 · 28 citations

  article

  Purpose The aim of the current study was to investigate whether dual language experience modulates the efficiency of the 3 attentional networks (alerting, orienting, and executive control) in typically developing (TD) children and in children with developmental language disorder (DLD). Method We examined the attentional networks in monolingual and bilingual school-aged children (ages 8-12 years) with and without DLD. TD children (35 monolinguals, 23 bilinguals) and children with DLD (17 monoling…

  PublisherDOI

• Age of acquisition of 299 words in seven languages: American English, Czech, Gaelic, Lebanese Arabic, Malay, Persian and Western Armenian

  PLoS ONE · 2019-08-08 · 27 citations

  articleOpen access

  We present a new set of subjective Age of Acquisition (AoA) ratings for 299 words (158 nouns, 141 verbs) in seven languages from various language families and cultural settings: American English, Czech, Scottish Gaelic, Lebanese Arabic, Malaysian Malay, Persian, and Western Armenian. The ratings were collected from a total of 173 participants and were highly reliable in each language. We applied the same method of data collection as used in a previous study on 25 languages which allowed us to cr…

  PublisherOA PDFDOI

• Bilingualism and Processing Speed in Typically Developing Children and Children With Developmental Language Disorder

  Journal of Speech Language and Hearing Research · 2020-05-07 · 26 citations

  article

  Purpose The aim of the current study was to investigate whether dual language experience modulates processing speed in typically developing (TD) children and in children with developmental language disorder (DLD). We also examined whether processing speed predicted vocabulary and sentence-level abilities in receptive and expressive modalities. Method We examined processing speed in monolingual and bilingual school-age children (ages 8-12 years) with and without DLD. TD children (35 monolinguals,…

  PublisherDOI

• Bilingualism and Procedural Learning in Typically Developing Children and Children With Language Impairment

  Journal of Speech Language and Hearing Research · 2018-02-20 · 18 citations

  article

  Purpose: The aim of this study was to investigate whether dual language experience affects procedural learning ability in typically developing children and in children with specific language impairment (SLI). Method: We examined procedural learning in monolingual and bilingual school-aged children (ages 8-12 years) with and without SLI. The typically developing children (35 monolinguals, 24 bilinguals) and the children with SLI (17 monolinguals, 10 bilinguals) completed a serial reaction time ta…

  PublisherDOI

Recent grants

• NIH Grant R03DC007312

  NIH · $195k · 2009

Frequent coauthors

• Laurence B. Leonard

  Purdue University West Lafayette

  33 shared

• Elina Mainela‐Arnold

  University of Turku

  19 shared

• Robert V. Kail

  16 shared

• Peter R. Denner

  Idaho State University

  16 shared

• Martha Deardorff

  Indiana University – Purdue University Indianapolis

  16 shared

• Gerard H. Poll

  Miami University

  16 shared

• Janet G. van Hell

  16 shared

• J. Bruce Tomblin

  University of Iowa

  12 shared

Education

• Ph.D., Psychology

  University of Pennsylvania

  1994

• MA, Psychology

  University of Pennsylvania

  1990

Similar researchers at Pennsylvania State University

• Michele Diazh-35
• Deborah Mortonh-22
• Chaleece Sandbergh-16