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Arredondo, Maria M

Maria M Arredondo




Dr. Arredondo is accepting Ph.D. students to start Fall 2020. Application deadline is December 1st, 2019
mmarre@umich.edu


Office Location
SEA

Director of the ChiLLDS Lab (Child Language Learning and Development Studies) at the University of Texas at Austin

National Science Foundation (NSF) Postdoctoral Fellow, University of British Columbia and Haskins Laboratories

Ph.D., Developmental Psychology, University of Michigan

M.S., Psychology, University of Michigan

B.S., Psychology and minor in Sociology, University of Houston

 

My research focuses on understanding how infants, toddlers and school-age children acquire their language(s). I am especially interested in why some children can become proficient bilinguals, while others seem to struggle. To test these questions, I use functional near-infrared spectroscopy to study the cognitive and neural networks that support bilingualism. I am also interested in how children come to learn and understand from their culture(s). Through all these mechanisms, I investigate what allows diverse and multilingual children to learn their languages and provides them with the skills to succeed academically. 

The methods of my studies include infant and child-friendly experimental designs, neuroimaging (functional near-infrared spectroscopy, also known as fNIRS), standardized assessments of language abilities, surveys, and one-on-one qualitative child-friendly interviews.

 

 

Arredondo, M. M., Hu, X., Satterfield, T., Tsutsumi Riobóo, A., Gelman, S. A., & Kovelman, I. (2019). Bilingual effects on lexical selection: a neurodevelopmental perspective. Brain & Language, 195, 104640. Doi: 10.1016/j.bandl.2019.104640

Arredondo, M. M.& Gelman, S. A. (2019). Do varieties of Spanish influence U.S. Spanish-English bilingual children’s friendship judgments? Child Development, 90, 655-671.Doi: 10.1111/cdev.12932

Arredondo, M. M., Hu, X., Seifert, E., Satterfield, T., & Kovelman, I. (2018). Bilingual exposure enhances left IFG specialization for language in children. Bilingualism: Language and Cognition, 1-19.Doi: 10.1017/S1366728918000512

Reh, R., Arredondo, M. M.,& Werker, J. (2018). Understanding individual variation in levels of second language attainment through the lens of critical period mechanisms. Bilingualism: Language and Cognition,1-2. Doi: 10.1017/S1366728918000263

Tran, C. D., Arredondo, M. M., & Yoshida, H. (2018). Early executive function: the influence of culture and bilingualism. Bilingualism: Language and Cognition,1-19Doi: 10.1017/S1366728918000160

Arredondo, M. M., Hu, X., Satterfield, T., & Kovelman, I. (2017) Bilingualism alters children’s frontal lobe functioning for attentional control. Developmental Science. Doi: 10.1111/desc.12377

Arredondo, M. M.,Rosado, M. & Satterfield, T. (2016). Understanding ethnic identity development and its impact on Spanish literacy for U.S. Latino children. Journal of Cognition and Culture, 16, 245-266Doi: 10.1163/15685373-12342179

Kremin*, L., Arredondo*, M. M., Hsu, L. S., Satterfield, T., & Kovelman, I. (2016). The effects of Spanish heritage language literacy on English reading for Spanish-English bilingual children in the U.S. International Journal of Bilingual Education and Bilingualism. Doi: 10.1080/13670050.2016.1239692 *Shared first-authorship

Tran, C. D., Arredondo, M. M., & Yoshida, H. (2015). Differential effects of bilingualism and culture on early attention: A longitudinal study in the U.S., Argentina, and Vietnam. Frontiers in Psychology: Language Sciences. Doi:  10.3389/fpsyg.2015.00795

 

 

National Science Foundation (NSF SBE SPRF) Postdoctoral Fellowship; $138,000 “Infants’ emerging functional specialization in bilingual language acquisition and attentional processes.” Co-PIs: Janet F. Werker, Richard N. Aslin