Nilsen, E.S., Mewhort-Buist, T., Gillis, R., & Fugelsang, J. (in press). Communicative perspective-taking performance of adults with ADHD symptoms. Journal of Attention Disorders.

Nilsen, E. S., & Mangal, L., (in press). Which is important for preschoolers’ production and repair of statements: What the listener knows or what the listener says? Journal of Child Language.

Graham, S. A., Nilsen, E. S., Friesen, C. K., & Johnson, J. (2011). Examining the role of attention and intention in two-year-olds’ acquisition of novel words. Enfance, 3, 311 - 328.

Nilsen, E. S., & Fecica, A. (in press). A model of communicative perspective-taking for typical and atypical populations of children. Developmental Review.

Nilsen, E. S., Glenwright, M., & Huyder, V. (2011). Children and adults understand that verbal irony interpretation depends on listener knowledge. Journal of Cognition and Development, 12, 374 – 409.

Nilsen, E. S., & Graham, S. A. (in press). The development of preschoolers' appreciation of communicative ambiguity. Child Development.

Graham, S., Nilsen, E., Collins, S., & Olineck, K. (2010). The role of gaze direction and mutual exclusivity in guiding 24-month-olds' word learning. British Journal of Developmental Psychology, 28, 449-465.

Nilsen, E., Graham, S., & Pettigrew, T. (2009). Preschoolers’ word mappings: The interplay between labelling context and quality of speaker attention. Journal of Child Language, 36, 673-684.

Nilsen, E., & Graham, S. (2009). The relations between children’s communicative perspective-taking and executive functioning. Cognitive Psychology, 58, 220-249.

Nilsen, E., Graham, S., Smith, S., & Chambers, C. (2008). Preschoolers’ sensitivity to referential ambiguity: Evidence for a dissociation between implicit understanding and explicit behaviour. Developmental Science, 11, 556-562.

Nilsen, E., & Bourassa, D. (2008). Word learning performance in beginning readers. Canadian Journal of Experimental Psychology, 62, 110-116.

Graham, S. A., Nilsen E. S., & Nayer, S. L. (2007). Following the intentional eye: The role of eye gaze cues in word learning (pp. 193-216). In R. Flom, K. Lee, & D. Muir (Eds.), Gaze following: Its development and significance. Mahwah, NJ: Erlbaum Associates.

Lindsay, D.S., Nilsen, E., & Read, J.D. (2000). Witnessing-condition heterogeneity and witnesses’ versus investigators’ confidence in the accuracy of witnesses’ identification decisions.  Law and Human Behavior, 24, 685-697.

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