«CURRICULUM VITAE Jessica S. Horst CONTACT INFORMATION Address: Pevensey 1, Room 1C9, Falmer, Brighton, BN1 9QH, United Kingdom Email: ...»
Jessica S. Horst
Address: Pevensey 1, Room 1C9, Falmer, Brighton, BN1 9QH, United Kingdom
2007 Ph.D., Psychology: Developmental Science University of Iowa, Iowa City, IA 2001 B.A., Philosophy and Psychology, summa cum laude with Distinction Elected to Phi Beta Kappa Boston University, Boston, MA
ACADEMIC POSITIONS2013— Senior Lecturer [cf. Associate Professor] School of Psychology, University of Sussex, UK 2007-2013 Lecturer [cf. Assistant Professor] School of Psychology, University of Sussex, UK
HONOURS AND AWARDS
RESEARCH IMPACTMy 2011 paper (Horst et al., Frontiers), in which I tested children’s word learning from storybooks has inspired two intervention programs at the local community level: Again!
(Durham Local Authority and Durham Children’s Centres) and Over and Over (Hampshire County Council and Haven Children’s Centre). Both projects encourage parents and nursery staff to repeatedly read the same books to children. Both projects have reported improved concentration among children and increased interest in reading stories (e.g., Haven Ofsted Inspection Report, 2013).
PUBLICATIONS* indicates I was the senior and/or principle author Supervised co-authors: post-doctoral fellow; postgraduate & undergraduate students PhD PG UG Peer-Reviewed Journal Articles * Horst, J. S. & Hout, M. C. (in press). The Novel Object and Unusual Name (NOUN) Database: a collection of novel images for use in experimental research. Behavior Research Methods. Manuscript accepted for publication.
* Horst, J. S. & Simmering, V. R. (2015). Category Learning in a Dynamic World. Frontiers in Psychology, 6 (46). doi: 10.3389/fpsyg.2015.00046 [joint principle authorship] * Axelsson, E. L., & Horst, J. S. (2014). Contextual Repetition Facilitates Word Learning PhD via Fast Mapping. Acta Psychologica, 152, 95-99. DOI: 10.1016/j.actpsy.2014.08.002 * Twomey, K. E., Lush, L., Pearce, R. & Horst, J. S. (2014). Visual Variability Affects
PG UG UG
Early Verb Learning, British Journal of Developmental Psychology, 32(3), 359-366. DOI:
10.1111/bjdp.12042 * Twomey, K. E., Ranson, S. L. & Horst, J. S. (2014). That’s More Like It: Multiple PG UG
Exemplars Facilitate Word Learning. Infant and Child Development, 23(2), 105-122. DOI:
10.1002/icd.1824 * Williams, S. E., & Horst, J. S. (2014). Goodnight Book: Sleep Consolidation Improves PG
Word Learning via Storybooks, Frontiers in Developmental Psychology, 5(184), 1-12. DOI:
10.3389/fpsyg.2014.00184 * Axelsson, E. L., & Horst, J. S. (2013). Testing A Word Is Not A Test of Word Learning.
PhD Acta Psychologica, 144(2), 264-268. DOI: 10.1016/j.actpsy.2013.07.002 * Horst, J. S. (2013). Context and Repetition in Word Learning. Frontiers in Psychology, 4(149), 1-11. DOI: 10.3389/fpsyg.2013.00149 * Horst, J. S. & Twomey, K. E. (2013). It’s Taking Shape: Shared Object Features Influence PG
Novel Noun Generalizations. Infant and Child Development, 22(1), 24-43. DOI:
10.1002/icd.1768 McMurray, B., Horst, J. S. & Samuelson, L. K. (2012). Word learning as the interaction of online referent selection and slow associative learning. Psychological Review, 119 (4), pp.
831-877. DOI: 10.1037/a0029872 * Axelsson, E. L., Churchley, K. & Horst, J. S. (2012). The Right Thing at the Right Time:
PhD PG Why Ostensive Naming Facilitates Word Learning. Frontiers in Developmental Psychology, 3 (88), 1-8. DOI: 10.3389/fpsyg.2012.00088 * Horst, J. S., Parsons, K. L. & Bryan, N. M. (2011). Get the story straight: contextual UG UG repetition promotes word learning from storybooks. Frontiers in Developmental Psychology, 2(17), 1-11. DOI: 10.3389/fpsyg.2011.00017 * Horst, J. S., Samuelson, L. K., Kucker, S. C. & McMurray, B. (2011). What’s New?
Children Prefer Novelty in Referent Selection. Cognition, 118(2), 234-244. DOI:
10.1016/j.cognition.2010. 10.015 * Horst, J. S., Scott, E. J. & Pollard, J. A. (2010). The Role of Competition in Word UG UG
Learning Via Referent Selection. Developmental Science, 13(5), 706-713. DOI:
10.1111/j.1467-7687.2009.00926.x * Horst, J. S., Ellis, A. E., Samuelson, L. K., Trejo, E., Worzalla, S., Peltan, J. & Oakes, L. M.
(2009). Toddlers Can Adaptively Change How They Categorize: Same Objects, Same Session, Two Different Categorical Distinctions. Developmental Science, 12(1), 96-105.
Oakes, L. M., Kovack-Lesh, K. A., & Horst, J. S., (2009). Two are better than one:
Comparison influences infants’ visual recognition memory. Journal of Experimental Child Psychology, 104(1), 124-131. DOI: 10.1016/j.jecp.2008.09.001
Samuelson, L. K., Schutte, A. R. & Horst, J. S. (2009). The Dynamic Nature of Knowledge:
Insights From a Dynamic Field Model of Children’s Novel Noun Generalizations.
Cognition, 110(3), 322-345. DOI: 10.1016/j.cognition.2008.10.017 * Horst, J. S. & Samuelson, L. K. (2008). Fast Mapping But Poor Retention in 24-Month-Old Infants. Infancy, 13(2), 128-157. DOI: 10.1080/15250000701795598 Kovack-Lesh, K.A., Horst, J. S. & Oakes, L.M. (2008), The Cat is Out of the Bag: Previous Experience and Online Comparison Jointly Influence Infant Categorization. Infancy, 13(4), 285-307. DOI: 10.1080/1525000080218942 Samuelson, L. K. & Horst, J. S. (2008). Confronting complexity: Insights from the details of
behavior over multiple timescales. Developmental Science, 11(2), 209-215. DOI:
10.1111/j.1467-7687.2007.00667.x Samuelson, L. K., Horst, J. S., Schutte, A. R. & Dobbertin, B. (2008). Rigid Thinking About Deformables. Do Children Sometimes over generalize the Shape Bias? Journal of Child Language, 35, 559-589. DOI: 10.1017/S0305000908008672 Samuelson, L. K., & Horst, J. S. (2007). Dynamic noun generalization: Moment-to-moment
interactions shape children’s naming biases. Infancy, 11(1), 97-110. DOI:
10.1207/s15327078in1101_5 * Horst, J. S., Oakes, L. M. & Madole, K. L. (2005). What Does It Look Like and What Can It Do? Category Structure Influences How Infants Categorize. Child Development, 76, 614DOI: 10.1111/j.1467-8624.2005.00867.x Chapters * Horst, J. S. (2015). Word Learning Via Shared Storybook Reading. In B. KümmerlingMeibauer, J. Meibauer, K. Nachtigäller & K. Rohlfing (Eds.), Learning from Picturebooks,
Perspectives from Child Development & Literacy Studies (pp. 181-193). New York:
* Twomey, K. E., Horst, J. S. & Morse, A. (2013). An Embodied Model of Young Children’s PG Categorization and Word Learning. In L. Gogate, & G. Hollich (Eds.), Theoretical and Computational Models of Word Learning: Trends in Psychology and Artificial Intelligence (pp.
172-196). Hershey, PA: Information Science Reference. doi:10.4018/978-1-4666-2973ch008 McMurray, B., Horst, J. S., Toscano, J. & Samuelson, L. K. (2009). Connectionist Learning and Dynamic Processing: Symbiotic Developmental Mechanisms. In J.P. Spencer, M. Thomas & J.
McClelland (Eds.), Towards a New Grand Theory of Development? Connectionism and Dynamic Systems Theory Reconsidered.(pp. 218-249). New York: Oxford University Press.
Oakes, L. M., Horst, J. S., Kovack-Lesh, K. A. & Perone, S. (2008). How Infants Learn Categories. In A. Needham and A. Woodward (Eds.), Learning and the Infant Mind (pp.
144-171). New York: Oxford University Press.
Peer-Reviewed Conference Proceedings * Axelsson, E. L. & Horst, J. S. (2013). The Role of Contextual Repetition During Fast PhD Mapping on Word Learning. Proceedings of the Thirty-Fifth Annual Conference of the Cognitive Science Society. Lawrence Erlbaum & Associates. pp. 1792-1797.
* Horst, J. S., Twomey, K. E. & Ranson, S. L. (2013). Encountering Multiple Exemplars PG During Fast Mapping Facilitates Word Learning. Proceedings of the Thirty-Fifth Annual Conference of the Cognitive Science Society. Lawrence Erlbaum & Associates. pp. 2566Twomey, K. E. & Horst, J. S. (2013) Testing a Dynamic Neural Field model of children's PG
(NCPW13). World Scientific.
* Twomey, K. E. & Horst, J. S., (2011). All Things Considered: Dynamic Field Theory PG Captures Effect of Categories on Children’s Word Learning. In Guerin, F., Alexander, J., Kazakov, D. & Tsoulas, G. (Eds). Proceedings of the AISB Convention: Symposium on Computational Models of Cognitive Development, York, UK, pp. 3-6.
* Horst, J. S., McMurray, B. & Samuelson L. K. (2006). Online processing is essential for learning: Understanding fast mapping and word learning in a dynamic connectionist architecture. Proceedings of the Twenty-Eighth Annual Conference of the Cognitive Science Society. Lawrence Erlbaum & Associates.
Samuelson, L. K., Horst, J. S., Dobbertin, B. N. & Schutte, A. R. (2006). Knowledge, Performance, and Task: Décalage and Dynamics in Young Children’s Noun Generalizations. Proceedings of the Twenty-Eighth Annual Conference of the Cognitive Science Society. Lawrence Erlbaum & Associates.
Other Peer-Reviewed Publications Manyonda, I. T., Bratby, M., Horst, J. S., Banu, N., Gorti, M. & Belli, A. M. (2011). Uterine artery embolization (UAE) versus myomectomy: impact on quality of life - results of the FUME (Fibroids of the Uterus: Myomectomy versus Embolization) trial.
CardioVascular and Interventional Radiology. DOI 10.1007/s00270-011-0228-5 Other Publications Horst, J. S. (2014). Reading Bedtime Stories to Your Child, The National Childbirth Trust (NCT) Newsletter.
Horst, J. S. (2013). ‘As Long As We’re Reading Stories, Children Will Be Chanting, “Again!, Again!”’ Nursery World Magazine.
Horst, J. S. (2009, July). Preparing Under 5s For School Is Child’s Play. ABC Parenting Magazine Sussex.
Horst, J. S. (2009, Jan.). Turning Novel Names Into Known Names. American Psychological Association Division 7 Newsletter.
Horst, J. S. (2008, Sept.). Research in Toyland. ABC Parenting Magazine Sussex.
Horst, J. S. (2008, March). Organising Tips for You and Your Child. ABC Parenting Magazine Sussex. p. 236.
External Awards Learning Names for Object Categories. British Academy/Leverhulme Trust Senior Research Fellowship, £42,724 for teaching release. Role: PI. September 2013 – August 2014.
Turning Novel Words Into Known Words: Why Ostensive Naming Facilitates Children’s Word Learning via Fast Mapping (RES-000-22-4451), Economic and Social Research Council (ESRC), £94,307, total costs. Role: PI. May, 2011 – August 2012.
International Travel Grant (TG092434), Royal Society, £1,262. Role: PI. March, 2010.
What is the neurodevelopmental outcome of preterm infants at 2 years of age, who received placentofetal transfusion at delivery? (RfPB-NIHR), National Institute for Health Research (NIHR). £49,849, Role: Developmental Psychology Consultant.
Understanding Word Learning: An Investigation of Fast and Slow Mapping, including Advanced Quantitative Methods (ES/H014942/1), Economic and Social Research Council (ESRC) Studentship, £42,870, Katherine E. Twomey, Role: Supervisor. October 2009 – September 2012.
Overseas Conference Grant (OCG-53593) British Academy, £500. Role: PI. April, 2009.
International Study Visit (for Hadiza Shehu Korau, Nigeria, to Horst Lab, University of Sussex).
Jacobs Foundation Travel Award, $2,000. Role: Research Supervisor. Spring, 2010.
Learning Mechanisms Supporting Word Learning (SG-50687), British Academy Small Grant, £7,385. Role: PI. August 2008 – March 2009.
Elizabeth Munsterberg Koppitz Travel Stipend, American Psychological Foundation, $4,000.
Role: PI. January 2006 – July 2007.
Competitive Internal Awards Learning Names for Basic and Global Categories. University of Sussex Junior Research Associate Bursary, £1,600. Role: Research Supervisor. Summer, 2012.
Word Learning From Rhyming and Non-Rhyming Storybooks. University of Sussex Junior Research Associate Bursary, £1,600. Role: Research Supervisor. Summer, 2011.
The Influence of Repeated Competitors on Word Learning Via Fast Mapping, University of Sussex Junior Research Associate Bursary, £1,800. Role: Research Supervisor. Summer, 2010.
Toddler Word Learning Via Picture Books, University of Sussex Junior Research Associate Bursary, £1,800. Role: Research Supervisor. Summer, 2010.
The Role of Known Objects in Fast Mapping Novel Names, University of Sussex Junior Research Associate Bursary, £2,192. Role: Research Supervisor. Summer, 2008.
Turning Novel Names Into Known Names: Understanding Referent Selection and Retention in 24Month-Old Children and Neural Networks. University of Iowa, Seashore Dissertation Year Fellowship. $20,000. Role: PI. September 2006 – August 2007.
Learning Words in Non-Ostensive Contexts: The Effects of Attention in Word Learning.
University of Iowa Student Government Research Grant, $400. Role: PI. Spring 2004.