Dr Thea Cameron-Faulkner
Lecturer in Developmental Psychology
- Email: T.Cameron@manchester.ac.uk
- Telephone: +44 (0) 161 275 2571
Division of Psychology
Rm 1.1 Coupland 1
The University of Manchester
Oxford Road
M13 9PL
UK
Role
Lecturer in Developmental Psychology
Research
My research is in the field of Child Language development, specifically the role of the linguistic environment in the language development process. My work to date has focussed on presenting fine-grained analyses of Child Directed Speech (CDS) in order to characterise the structural knowledge available to young children in the language that they hear. I’m particularly interested in the relationship between form and function in caregiver-child interaction.
Teaching
PSYCH 20202 Developmental Psychology II
PSYCH 30920 Project supervision (3rd year)
MRes Postgraduate Research Methods Training
Biography
I graduated in 1992 with a degree in Language studies and spent six years overseas (in Spain, Poland, Indonesia, New Zealand) teaching English as a Foreign Language. In 1998 I completed a postgraduate degree in Linguistics at the University of Canterbury, New Zealand, and the following year I began my PhD in Psychology at the University of Manchester under the supervision of Professor Elena Lieven, Dr Anna Theakston, and Professor Michael Tomasello. Upon the completion of my PhD in 2002 I joined the Department of Linguistics and English Language at the University of Manchester. In 2008 I took up a lectureship in Social Sciences at Cardiff University and moved back to the University of Manchester (Psychological Sciences) in 2010.
Publications
2011
- Cameron-Faulkner, T and Hickey, T. (2011). Form and function in Irish child directed speech. Cognitive Linguistics, 22(3), 569-594. eScholarID:130401 | DOI:10.1515/COGL.2011.022
- Cameron-Faulkner, T. (2011). A functional account of verb use in the early stages of English multiword development. Journal of Child Language, eScholarID:130399 | DOI:10.1017/S0305000911000328
2009
- Cameron-Faulkner, T. (2009). Language development. In T, Maynard & N. Thomas (Ed.), Early Childhood Studies. Sage. eScholarID:89606
- Siencyn, S.W., Cameron-Faulkner, T.,Tinney, G., Murphy, A. (2009). Bilingualism in the early years: a study of the training and implementation of Welsh as an area of learning in the Foundation Phase 3-7 years. Welsh Journal of Education, 14(2), 125-130. eScholarID:121926
2008
- Kidd, E. & Cameron-Faulkner, T. (2008). The acquisition of the multiple senses of with. Linguistics, 46(1), 33-61. eScholarID:149174 | DOI:10.1515/LING.2008.002
2007
- Cameron-Faulkner, T., Elena Lieven, Anna Theakston. (2007). What part of no do children not understand? A usage-based account of multiword negation. Journal of Child Language, 34.2, 251-282. eScholarID:1b4565
2003
- Elena Lieven, Cameron-Faulkner, T., Michael Tomasello. (2003). A construction based analysis of child directed speech. Cognitive Science, 27, 843-873. eScholarID:1b2459
2002
- Cameron-Faulkner, T. (2002). The role of the input in language development. UK: University of Manchester. eScholarID:89608
2000
- Cameron-Faulkner, T & Carstairs-McCarthy, A. (2000). Stem alternants as morphological signata: evidence from blur avoidance in Polish nouns. Natural Language and Linguistic Theory, 18, 813-835. eScholarID:89607