People

Dr Catherine Laing (PI)

I am a Senior Lecturer in Developmental Linguistics in the Department of Language and Linguistic Science at the University of York. I got my PhD from the University of York and have since worked in North Carolina and Cardiff. I am interested in how babies make the transition from babble to words, and I use methods such as eye-tracking and lingual (tongue) ultrasound to find this out! I also work with speech and language therapists and other practitioners to find ways to apply my work in real-world settings.

Dr Florence Oxley (PDRA)

I am a Postdoctoral Research Associate in the Department of Language and Linguistic Science at the University of York, where I got my PhD. I have previously held other research and teaching positions at York, Edinburgh, Leeds, Leeds Beckett, and Huddersfield. I am interested in how our bodies, brains, and day-to-day experiences in the world shape how we develop as individuals. In particular, I am interested in how feedback from babies’ and children’s actions and interactions with others influence their behaviour and brain development. Understanding these things can help us find ways to improve important life outcomes for all.

Charlotte Blake 

I am the Lab Manager for SENFM in the Department of Language and Linguistic Science at the University of York. I am currently finishing my MSc in Developmental Psychology from the University of Kent, exploring young children’s thinking, and social and moral development. My are interests are in how everyday experiences and interpersonal relationships shape our development. I am particularly interested in the role of parents in contributing to children’s acquisition of language and socio-moral values. 

Dr Rajalakshmi Madhavan

I am a Postdoctoral Research Associate in the Department of Language and Linguistic Science at the University of York. I recently completed my PhD at the University of Göttingen, Germany, where I investigated parent-child dynamics in social interactions. My research focus is on the development of young children's expressive language, exploring how their caregiver's input and caregiver-child interactions influence this process. Natural social interactions are a key part of children's daily life adventures, and examining their impact and influence would help us to better understand the underlying mechanisms of language learning.