Egan-Dailey, S., Gennetian, L., Magnuson, K., Duncan, G., Yoshikawa, H., Fox, N., & Noble, K. (2024). Child-directed speech in a large sample of U.S. mothers with low income. Child Development. doi: 10.1111/CDEV.14139 [paper] [pre-print] [OSF project]
Dailey, S., & Bergelson, E. (2023). Talking to talkers: Infants' talk status, but not their gender, is related to language input. Child Development, 94(2), 478-496. doi: 10.1111/cdev.13872 [paper] [pre-print] [OSF project]
Dailey, S., & Bergelson, E. (2022). Language input to infants of different socioeconomic statuses: A quantitative meta-analysis. Developmental Science, 25(3). doi: 10.1111/desc.13192 [paper] [pre-print] [OSF project]
Moore, C.*, Dailey, S.*, Amatuni, A., Garrison, H., & Bergelson, E. (2019). Point, walk, talk: Links between three early milestones, from observation and parental report. Developmental Psychology, 55(8), 1579-1593. doi: 10.1037/dev0000738 [paper] [pre-print] [GitHub repo] (*co-first authors)
Bergelson, E., Amatuni, A., Dailey, S., Koorathota, S., & Tor, S. (2019). Day by day, hour by hour: Naturalistic language input to infants. Developmental Science, 22(1). doi: 10.1111/desc.12715 [paper] [GitHub repo]
Hunt, M., Albreiki, F., Dailey, S., Russell, R., & Simon, K. (2018). Mindfulness training, yoga, or both? Dismantling the active components of a Mindfulness-Based Stress Reduction intervention. Mindfulness, 9(2), 512-520. doi: 10.1007/s12671-017-0793-z [paper]