Publication

• Li, Y.* & Benitez, V. L.* (2025a). Concurrences across time and sensorimotor capacities promote infant learning. Child Development Perspectives. 19(2): 99-107. https://doi.org/10.1111/cdep.12531
• Li, Y.* & Benitez, V.L. (2025b). Probing the role of multilingualism and working memory in cross-situational word learning. Journal of Experimental Psychology: Learning, Memory, and Cognition. 51(5), 804-824. https://doi.org/10.1037/xlm0001361 
• Li, Y.* & Benitez, V. L. (2024). Lexical tone as a cue in statistical word learning from bilingual input. Bilingualism: Language and Cognition. 27(5): 886-900. https://doi.org/10.1017/S1366728923000858 
• Benitez, V. L.*, & Li, Y. (2024). Cross-situational word learning in children and adults: The case of lexical overlap. Language Learning and Development. 20 (3): 195-218. https://doi.org/10.1080/15475441.2023.2256713 
• Li, Y.*, Zhang, Z., & Huang, Y. (2020). A corpus-based diachronic analysis on gender bias in Great Britain from 1961 to 1990. Journal of Chongqing Technology and Business University (Social Science Edition). 37(02): 128-140. 

• Li, Y.*, Yu, S. P., McBeath, M. K., & Benitez, V. L. (under revision). U.S. English-speaking children and adults exhibit a “Gleam-Glum” sound symbolic effect linking phonemic vowel sounds with emotional valence. 
• Kuo, J. E., Li, Y., Yu, S. P., McBeath, M. K., & Benitez, V. L.* (under review). The Wham-Womb sound symbolic effect: English-speaking children and adults link phonemes with arousal. 
• Yu, X. X., Xu, W. Q., Yu, S. F., & Li, Y.* (under review). Assessing the effectiveness of high-school physics laboratories based on embodied cognition theories -- a study on learning high-school mechanics.