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Assistant Professor of Deaf Studies, Boston University

Naomi Caselli is an Assistant Professor in the Programs in Deaf Studies at the Wheelock College of Education and Human Development at Boston University. She is the PI on several NIH and NSF funded grants examining to vocabulary of ASL, and how language deprivation affects how people learn and process ASL signs. She earned a joint PhD in Psychology and Cognitive Science from Tufts University, as well as an Ed.M. in Deaf Education and an M.A. in Psychology from Boston University. She is hearing, and a native speaker of both ASL and English.

Experience

  • –present
    Assistant Professor of Deaf Studies, Boston University

Publications

  • 2021
    The FATE landscape of sign language AI datasets: An interdisciplinary perspective. , TACCESS
  • 2021
    The development of a new ASL comprehension task., Frontiers in Communication
  • 2021
    American Sign Language Interpreters in Public Schools: An illusion of inclusion that perpetuates language deprivation., Maternal and Child Health Journal.
  • 2021
    ASL-LEX2.0: A database of lexical and phonological properties for 2723 signs. , Journal of Deaf Studies and Deaf Education
  • 2021
    ASL Battleships: Gamifying Sign Language Data Collection., Human Computer Interaction
  • 2021
    Deaf children of hearing parents develop age-level vocabularies if exposed to ASL by six-months. , Journal of Pediatrics
  • 2020
    Exploring Collection of Sign Language Datasets: Privacy, Participation, and Model Performance., ASSETS
  • 2020
    The ASL-CDI 2.0: An updated, normed adaptation of the MacArthur Bates Communicative Development Inventory for American Sign Language. , Behavior Research Methods
  • 2020
    Current research in pragmatic language use among deaf and hard of hearing children, Pediatrics
  • 2020
    Reduced neural selectivity for mental states in deaf children with delayed exposure to sign language., Nature Communications
  • 2019
    Degree and not type of iconicity affects sign language vocabulary acquisition., Journal of Experimental Psychology: Learning, Memory, and Cognition
  • 2019
    Deaf children need language, not (just) speech, First Language
  • 2019
    Sign language recognition, generation, and translation: An interdisciplinary perspective. , ASSETS
  • 2017
    The road to language learning is not entirely iconic: Neighborhood density, iconicity, and frequency facilitate sign language acquisition. , Psychological Science
  • 2016
    ASL-LEX: A Lexical Database for ASL., Behavior Research Methods
  • 2015
    Inflected words in production: Evidence for a morphologically rich lexicon., Quarterly Journal of Experimental Psychology
  • 2014
    Lexical access in sign language: A computational model., Frontiers in Psychology

Grants and Contracts

  • 2020
    Effects of input quality on ASL vocabulary acquisition in deaf children
    Role:
    PI
    Funding Source:
    National Institutes of Health
  • 2019
    Personnel preparation for teachers of the deaf (ASL/Total Communication)
    Role:
    Co-I
    Funding Source:
    Massachusetts Department of Elementary and Secondary Education
  • 2019
    Collaborative Research: Quantifying systematicity, iconicity, and arbitrariness in the American Sign Language Lexicon
    Role:
    PI
    Funding Source:
    National Science Foundation
  • 2018
    Collaborative Research: Multimethod Investigation of Articulatory and Perceptual Constraints on Natural Language Evolution
    Role:
    PI
    Funding Source:
    National Science Foundation
  • 2017
    American Sign Language Vocabulary Acquisition
    Role:
    PI
    Funding Source:
    National Institutes of Health
  • 2017
    American Sign Language Vocabulary Acquisition
    Role:
    PI
    Funding Source:
    National Institutes of Health
  • 2016
    The structure of the ASL lexicon: Experimental and statistical evidence from a large lexical database (ASL-LEX)
    Role:
    PI
    Funding Source:
    National Science Foundation