Research Interests and Publications
Models of an organism's ecologies are required for theories of development because sensory history shapes emerging skills. Useful models of the sensory history are those that quantify the range and distribution of features encountered in real life. To the extent that researcher-constrained activities contrast with the time, space, and/or feature distributions of everyday life, they are ill-suited to answer questions about the sensory history that shapes development. My research aims to model the everyday visual, linguistic, and musical ecologies of young infants in order to build theories of development that address the opportunities and challenges of real input encountered by real learners. Please see my lab's website for information on current projects.
Dr. Fausey is not accepting new graduate students for Fall 2020.
Fausey, C.M., & Mendoza, J.K. (2018). FauseyTrio HomeBank Corpus. doi: 10.21415/T5JM4R
Fausey, C.M., Jayaraman, S., & Smith, L.B. (2016). From faces to hands: Changing visual input in the first two years. Cognition.
Smith, L.B., Yu, C., Yoshida, H., & Fausey, C.M. (2015). Contributions of head-mounted cameras to studying the visual environments of infants and young children. Journal of Cognition and Development.
Fausey, C.M., & Boroditsky, L. (2011). Who dunnit? Cross-linguistic differences in eye-witness memory. Psychonomic Bulletin & Review, 18(1), 150-57. doi: 10.3758/s13423-010-0021-5.