Chen Yu

Rapid word learning under uncertainty via cross-situational statistics.

Infants rapidly learn word-referent mappings via cross-situational statistics.

Social coordination in toddler's word learning: interacting systems of perception and action.

Active Information Selection: Visual Attention Through the Hands.

Not your mother's view: the dynamics of toddler visual experience.

What you learn is what you see: using eye movements to study infant cross-situational word learning.

Modeling cross-situational word-referent learning: prior questions.

Selective attention in cross-situational statistical learning: evidence from eye tracking.

Embodied attention and word learning by toddlers.

Actively learning object names across ambiguous situations.

Probabilistic cue combination: less is more.

Temporal sequences quantify the contributions of individual fixations in complex perceptual matching tasks.

Joint attention without gaze following: human infants and their parents coordinate visual attention to objects through eye-hand coordination.

Visual attention is not enough: Individual differences in statistical word-referent learning in infants.

The unrealized promise of infant statistical word-referent learning.

ExpertEyes: open-source, high-definition eyetracking.

Cross-situational word learning is both implicit and strategic.

Dietary intake of fish, polyunsaturated fatty acids, and survival after breast cancer: A population-based follow-up study on Long Island, New York.

Contributions of head-mounted cameras to studying the visual environments of infants and young children.

Polyunsaturated fatty acid interactions and breast cancer incidence: a population-based case-control study on Long Island, New York.

A Bootstrapping Model of Frequency and Context Effects in Word Learning.

Multiple Sensory-Motor Pathways Lead to Coordinated Visual Attention.

The Social Origins of Sustained Attention in One-Year-Old Human Infants.

Grounding statistical learning in context: The effects of learning and retrieval contexts on cross-situational word learning.

Tracking Multiple Statistics: Simultaneous Learning of Object Names and Categories in English and Mandarin Speakers.

Characterizing Human Expertise Using Computational Metrics of Feature Diagnosticity in a Pattern Matching Task.

Real-world visual statistics and infants' first-learned object names.

The Multisensory Nature of Verbal Discourse in Parent-Toddler Interactions.

Hand-Eye Coordination Predicts Joint Attention.

The Effects of Learning and Retrieval Contexts on Cross-situational Word Learning.

Learning Object Names at Different Hierarchical Levels Using Cross-Situational Statistics.

See You See Me: the Role of Eye Contact in Multimodal Human-Robot Interaction.

Viewpoint Integration for Hand-Based Recognition of Social Interactions from a First-Person View.

Lending A Hand: Detecting Hands and Recognizing Activities in Complex Egocentric Interactions.

Visual-motor coordination in natural reaching of young children and adults.

Linking Joint Attention with Hand-Eye Coordination - A Sensorimotor Approach to Understanding Child-Parent Social Interaction.

Statistical Word Learning is a Continuous Process: Evidence from the Human Simulation Paradigm.

The Developing Infant Creates a Curriculum for Statistical Learning.

Infant sustained attention but not joint attention to objects at 9 months predicts vocabulary at 12 and 15 months.