Tippenhauer, N., Sun, Y., Jimenez, S. R., Green, M., & Saylor, M. M. (2020). Developmental differences in preschoolers’ definition assessment and production. Journal of Experimental Child Psychology, 199, 104925.

Osina, M., Needham, A. W., & Saylor, M. M. (2020). Twelve-month-old infants respond to speech about absent inaccessible objects. Child Development, 91(4), 1353–1363.

Tippenhauer, N. & Saylor, M. M. (2019). Effects of context variability on 2-year-olds’ fact and word learning. Journal of Experimental Child Psychology, 179, 248-259.

Osina, M., Saylor, M. M., & Ganea, P. (2017). Out of reach, out of mind? Infants’ comprehension of references to hidden inaccessible objects. Child Development, 88(5), 1572-1580.

Saylor, M. M., Osina, M., Tassin, T., Rose, R., & Ganea, P. (2016). Creature feature: Preschoolers use verbal descriptions to identify referents. Journal of Experimental Child Psychology, 152, 205-220.

Baker, L. J., Levin, D. T., & Saylor, M. M. (2016). The extent of default visual           perspective taking in complex layouts. Journal of Experimental Psychology: Human Perception and Performance, 42(4), 508–516.

Rowe, L., Jacobson, R., & Saylor, M. M. (2015). Differences in how monolingual and bilingual children learn second labels for familiar objects. Journal of Child Language, 42(06), 1219-1236.

Osina, M. A., Saylor, M. M., & Ganea, P. A. (2014). Object locations, identity and           absent reference understanding at 12 months. Infancy, 19 (1), 65-81.

Ganea, P. & Saylor, M. M1 (2013). Representational constraints on language          development: Thinking and learning about absent things. Child Development                         Perspectives, 7, 227-231. 1Authorship is Alphabetical

Ganea, P. & Saylor, M. M. (2013). Talking about the near and dear: Infants’          comprehension of displaced speech. Developmental Psychology, 49,1299-1307.

Osina, M. A., Saylor, M. M., & Ganea, P. (2013). When familiar is not better: 12-month-    old infants respond to talk about absent objects. Developmental Psychology, 49,          138-145.

Herberg, J. S., Levin D. T., Saylor, M. M. (2012). Social audiences can disrupt     learning by teaching. Journal of Experimental Social Psychology. 48(1), 213-219.

Levin, D. T., Saylor, M. M., & Lynn, S. D. (2012). Distinguishing first-line defaults and  second-line conceptualization in reasoning about humans, robots, and computers.           International Journal of Human-Computer Studies, 70(8), 527-534.

Vázquez, M. D., *Delisle, S. & Saylor, M. M. (2012). Children use others’          conversational  competence to guide learning of words. Journal of Child Language, 1(1), 1-16.