Erika Hoff directs the Language Development Lab which comprises several projects aimed at identifying the human abilities and human experiences that contribute to language development. Our main focus is a NICHD-funded longitudinal study of English monolingual and Spanish-English bilingual children from the age of 2 ½ to 5 years. We are looking for evidence of factors in children's early language experiences and early language development that predict successful oral language and preliteracy outcomes at the age children begin formal schooling.
Place, S.* & Hoff, E. (In press). Properties of dual language exposure that influence two-year-olds' bilingual proficiency. Child Development.
Hoff, E., Core, C., Place, S.*, Rumiche, R., Señor, M., & Parra, M.* (In press). Dual language exposure and early bilingual development. Journal of Child Language.
Hoff, E. & Place, S.* (In press). Bilingual language learners. In S. L. Odom, E. Pungello, & N. Gardner-Neblett (Eds.), Re-Visioning the Beginning: Developmental and Health Science Contributions to Infant/Toddler Programs for Children and Families Living in Poverty. Guilford Press.
Hoff, E. & Rumiche, R. (In press). Studying bilingual children. In E. Hoff (Ed.), Blackwell Guide to Research Methods in Child Language. Wiley-Blackwell, Publishers.
Hoff, E., Laursen, B., & Bridges, K.* (In press). Measurement and model building in studying the influence of socioeconomic status on child development. In M. Lewis and L. Mayes (Eds.), A developmental environment measurement handbook. Cambridge University Press.
Naigles, L.R., Hoff, E., & Vear, D. (2009). Flexibility in early verb use: Evidence from a multiple-n diary study. Monographs of the Society for Research in Child Development, vol. 74, no. 2, Serial No. 293.
Hoff, E. & Bridges, K.* (2008). First (primary) language acquisition. In E. M. Anderman & L. H. Anderman (Ed.), Psychology of classroom learning, vol . 1 (pp. 409-413). GALE Cengage Learning.
Gathercole, V. C. M. & Hoff, E. (2007). Input and the acquisition of language: Three questions. In E. Hoff & M. Shatz (Eds.), Blackwell handbook of language development (pp. 107-127). Oxford, England: Blackwell Publishers.
Laursen, B. & Hoff, E. (2006). Person-centered and variable-centered approaches to longitudinal data. Merrill-Palmer Quarterly, 52, 377-389.
Hoff, E. (2006). The uses of longitudinal data and person-centered analyses in the study of cognitive and language development. Merrill-Palmer Quarterly, 52, 633-644.
Hoff, E. & McCardle, P. (2006). Childhood bilingualism research: An introduction. In P. McCardle & E. Hoff (Eds.), Childhood bilingualism: Research on infancy through school age (vii-x). Clevedon, England: Multilingual Matters.
McCardle, P. & Hoff, E. (2006). An agenda for research on childhood bilingualism. In P. McCardle & E. Hoff (Eds.), Childhood bilingualism: Research on infancy through school age (pp. 157-165). Clevedon, England: Multilingual Matters.
Naigles, L. & Hoff, E. (2006). Verbs at the very beginning: Parallels between comprehension and input. In K. Hirsh-Pasek & R. Golinkoff (Eds.), Action meets word: How children learn verbs (pp. 336-363). NY: Oxford University Press.
Hoff, E. (2006). Language experience and language milestones during early childhood. In D. Phillips and K. McCartney (Eds.), Handbook of early childhood development (pp. 233-251).Oxford: Blackwell Publishers.
Hoff, E. (2006). How social contexts support and shape language development. Developmental Review, 26, 55-88.
Hoff, E. (2006). Environmental supports for language acquisition. In D. K. Dickinson & S. B. Neuman (Eds.), Handbook of early literacy research, vol. II (pp. 163-172). New York: Guilford Publications.
Hoff, E. & Tian, C. (2005). Socioeconomic status and cultural influences on language. Journal of Communication Disorders, 38, 271-278.