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Language development, especially vocabulary learning in infancy, preschool and primary school age groups. How children's word learning is informed by the social, attentional, contextual, and/or statistical cues provided by the learning environment and by the modalities in which words are encountered. How word-learning processes differ in monolingual and bi/multilingual language learners or in typically and atypically-developing populations.

Formation of preferences, especially food preferences, in early childhood. How food acceptance is shaped by prior familiarisation through non-taste senses, especially visual exposure but also sensory play. How individual differences in taste sensitivity, food attitudes and the home food environment impact on the success of interventions to support healthy eating.