Victoria E. Mateu

CV

You can download a pdf version of my CV here (last updated April 2020).

Assistant Professor (2019-present)

Department of Spanish and Portuguese

University of California, Los Angeles, CA

• Affiliated faculty member at Latin American Institute

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Lecturer  (2016-2019)

Department of Linguistics

University of California, Los Angeles, CA

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Ph.D. in Linguistics   (2013-2016)

University of California, Los Angeles, CA

• Dissertation: 'Intervention effects in the Acquisition of Raising and Control: Evidence from Spanish and English'

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M.A. in Linguistics   (2011-2013)

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University of California, Los Angeles, CA

• Thesis:  ‘Clitic omission in Spanish-speaking children: Evaluating the roles of competence and performance’

B.A. in English Philology (First class Honors; 2006-2011)

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Universidad de Granada, Spain

• University of California, Los Angeles, CA (2010-2011 - International Mobility Grant)

• University of Birmingham, Birmingham, UK (2008-2009 - Erasmus Program Grant)

Languages

Spanish: Native

Catalan: Native

English: Near-native

French: Intermediate

K'iche': 1 year of consulant work

Other Skills

• Statistical Software: Excel, R, SPSS

• Experimental Software: CLAN, Headturn Preference Procedure, Praat, Visual Preference Paradigm

• Physical Examinations: Audiometry, Tympanometry​

• Non-Senate Faculty Professional Development Award, UCLA, 2018-2019

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• National Science Foundation Doctoral Dissertation Research Grant (BCS-1451589), 2015-2018

• Dissertation Year Fellowship, UCLA Graduate Division, 2015-2016

• Paula Menyuk Travel Award, Boston University

• GALANA 6 Travel Grant, University of Maryland

• Linguistics Summer Research Grant, UCLA Department of Linguistics, Summer 2012

• First-Class Honors with remission of tuition fees, University of Granada, 2006-2011.

• International Mobility Grant (University of California Los Angeles), University of Granada, 2010-2011.

• Erasmus Program Grant (University of Birmingham, UK), University of Granada, 2008-2009.

Mateu, Victoria E. & Megha Sundara. (under review). Spanish input

facilitates English learning infants’ segmentation of English words.

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Mateu, Victoria E. & Nina Hyams (under review). Intervention and

animacy effects in children’s acquisition of sluicing.

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The ManyBabies Consortium (under review). A multi-lab study of

bilingual infants: Exploring the preference for infant-directed speech.

Liu, Minqi, Nina Hyams, & Victoria Mateu (to appear). The syntax and

acquisition of Mandarin sluice-like constructions. Theoretical and Experimental Linguistics.

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Liu, Minqi, Nina Hyams, & Victoria Mateu (to appear). Late

Intervention Effects in the Acquisition of Mandarin Sluice-like Constructions.  Proceedings of the 44th Boston University Conference on Language Development [BUCLD 44].  Somerville, MA: Cascadilla Press.

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Mateu, Victoria E. & Nina Hyams (to appear). On children’s late

acquisition of raising seem and control promise: Is a unified account possible? In Adriana Belleti & Chris Collins (eds.) Smuggling volume in Oxford Studies in Comparative Syntax. Oxford: Oxford University Press.

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Mateu, Victoria & Nina Hyams. (2020). The structure of silence:

A look at children’s comprehension of sluicing. Proceedings of the 49th Annual Meeting of the North East Linguistics Society [NELS 49]. Volume 2. 265-278. [pdf]

The ManyBabies Consortium (2020). Quantifying sources of variability

in infancy research using the infant-directed speech preference. Advances in Methods and Practices in Psychological Science (AMPPS). [link]

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Mateu, Victoria E. (2019). Intervention effects in the acquisition of

raising: Evidence from English and Spanish. Language Acquisition. 1-34. [link]

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Mateu, Victoria E. & Nina Hyams (2019). On the learnability of

implicit arguments. In Tania Ionin & Matthew Rispoli (eds.) Three Streams of Generative Language Acquisition Research. Philadelphia, PA: John Benjamins. [pdf]

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Sundara, Megha & Victoria Mateu. (2018). Lexical stress constrains

English-learning infants’ segmentation in a non-native language. Cognition 181. 105-116. [link]

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Mateu, Victoria E., Nina Hyams & Lauren Winans. (2018). Intervention

effects in early grammar: Evidence from sluicing. Proceedings of the 42nd Boston University Conference on Language Development [BUCLD 42].  Somerville, MA: Cascadilla Press. [pdf]

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Mateu, Victoria E. (2018). What cross-linguistic acquisition

differences can tell us about invisible syntax: The case of Spanish 'parecer'. Proceedings of the 41st Boston University Conference on Language Development [BUCLD 41]. Somerville, MA: Cascadilla Press. [pdf]

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Nina Hyams, Victoria Mateu, & Lauren Winans. (2017). Ellipsis meets

wh-movement: Sluicing in early grammar. In LaCara, Nicholas; Moulton, Keir; & Tessier, Anne-Michelle (eds.) A Schrift to Fest Kyle Johnson. Linguistics Open Access Publications. 1.   [link]

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Mateu, Victoria E. (2016). Intervention Effects in the Acquisition of Raising

and Control: Evidence from English and Spanish. Los Angeles, CA: UCLA Dissertation. [pdf]

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Mateu, Victoria E. & Nina Hyams. (2016). One is the loneliest 

number: The acquisition of Spanish indefinite ‘un’. Proceedings of

the Generativist Approaches to Language Acquisition: North America 6 [GALANA 6]. Somerville, MA: Cascadilla Press. [pdf]

Charnavel, Isabelle & Victoria E. Mateu. (2015). The Clitic Binding

Restriction revisited: Evidence for Antilogophoricity. The Linguistic Review 32(4). 671-701. [pdf]

Hyams, Nina, Victoria Mateu, Michael Putnam, Robyn Orfitelli, Jason

Rothman, & Liliana Sánchez. (2015). Parameters in language acquisition. In A. Fabregas, J. Mateu, & M. Putnam (Eds.) 

Contemporary linguistic parameters. New York, NY: Bloomsbury. [pdf]

Charnavel, Isabelle & Victoria E. Mateu. (2015). Antilogophoricity in

clitic clusters. Proceedings of the 32nd West Coast Conference on

Formal Linguistics [WCCFL 32]. Somerville, MA: Cascadilla Press. [pdf]

Mateu, Victoria E. (2014). Object clitic omission in child Spanish:

Evaluating representational and processing accounts. Language Acquisition 22. 240-284. [pdf]

Mateu, Victoria E. (2014). Clitic Omission in Spanish-speaking

children: Evaluating the roles of competence and performance. Proceedings of the 38th Boston University Conference on Language Development [BUCLD 38]. Somerville, MA: Cascadilla Press. [pdf]

Mateu, Victoria E. (2020). An overview of the neurobiological bases of

language. Harbor-UCLA Neurology Invited Talk. Torrance, CA. April 2020. (cancelled due to COVID-19)

Liu, Minqi, Nina Hyams, & Victoria Mateu. (2019). Late intervention

effects in Mandarin sluice acquisition. Talk presented at 44th Boston University Conference on Language Development [BUCLD 44]. Boston, MA. November 2019. ​​

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Liu, Minqi, Nina Hyams, & Victoria Mateu. (2019). Sluicing in Child

Mandarin: Effects of Lexical Ambiguity. Talk presented at 14th Generative Approaches to Language Acquisition [GALA 14]. Milan, Italy. September 2019. ​​

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Sundara, Megha & Victoria Mateu. (2019). Dual language input

facilitates English-learning infants' word segmentation abilities.​​ Talk presented at International Symposium on Bilingualism 12 [ISB12]. Edmonton, Canada. June 2019.

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Mateu, Victoria E. (2019). On the structure and acquisition of the Human

Language.  Harbor-UCLA Neurology Invited Talk. Torrance, CA. June 2019.

Mateu, Victoria E. & Nina Hyams. (2019). Intervention and animacy: A

look at relative clauses and sluices in child English. Poster presented at the Linguistic Society of America 2019 Annual Meeting [LSA 2019]. New York, NY. January 2019.

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Mateu, Victoria E. & Nina Hyams. (2018). Intervention and animacy

effects in the acquisition of sluicing. Talk presented at the 43rd Boston University Conference on Language Development [BUCLD 43]. November 2018.

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Mateu, Victoria E. & Nina Hyams. (2018). The structure of silence: A

look at children’s comprehension of sluicing. Talk presented at the 49th NorthEast Linguistic Society [NELS 49]. October 2018.

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Mateu, Victoria E., Nina Hyams & Lauren Winans. (2017). Structural

Intervention Effects in the Acquisition of Sluicing. Talk presented at the 1st California Meeting in Psycholinguistics [CAMP 1]. December 2017.

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Mateu, Victoria E., Nina Hyams & Lauren Winans (2017). Intervention

effects in early grammar: Evidence from sluicing. Talk presented at the 42nd Boston University Conference on Language Development [BUCLD 42]. Boston, MA. November 2017.

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Mateu, Victoria E., Nina Hyams & Lauren Winans (2017). Where

ellipsis meets A'-movement: Sluicing in early grammar. Talk presented at the Generative Approaches to Language Acquisition 13 [GALA 13]. Palma de Mallorca, Spain. September 2017.

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Mateu, Victoria E. (2017). On the Acquisition of Raising and Control: A

Crosslinguistic Study. MIT Invited Talk. Cambridge, MA. March 2017.

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Mateu, Victoria E. (2017). Processing similarities and grammatical

differences in the acquisition of raising and control. Talk presented at the Linguistic Society of America 2017 Annual Meeting [LSA 2017]. Austin, TX. January 2017.

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Mateu, Victoria E. (2016). What cross-linguistic acquisition differences

can tell us about invisible syntax: The case of Spanish 'parecer'. Talk presented at the 41st Boston University Conference on Language Development [BUCLD 41]. Boston, MA. November 2016.

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Mateu, Victoria E. & Nina Hyams (2016). On the learnability of implicit

arguments. Talk presented at the Generative Approaches to Language Acquisition: North America 7 [GALANA 7]. University of Illinois at Urbana-Champaign, IL. September 2016

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Mateu, Victoria E. (2016). Intervention Effects in Subject-to-Subject

Raising: Evidence from Spanish-speaking children. Talk presented at the Linguistic Society of America 2016 Annual Meeting [LSA 2016]. Washington D.C. January 2016.

Mateu, Victoria E. (2015). The delay of subject-to-subject raising with

seem and subject control with promise: Is a unified account possible? Poster presented at the 40th Boston University Conference on Language Development [BUCLD 40]. Boston, MA. November 2015.

Sundara, Megha & Victoria E. Mateu. (2015). Cross-linguistic transfer

of word segmentation abilities in bilingual infants. Poster presented at the Workshop on Infant Language Development [WILD]. Stockholm, Sweden. June 2015.

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Mateu, Victoria E. & Nina Hyams. (2015). One is the loneliest number:

The acquisition of Spanish indefinite ‘un’. Talk presented at the Generative Approaches to Language Acquisition: North America 6 [GALANA 6], University of Maryland, College Park, MD. February, 2015.

Charnavel, Isabelle & Victoria E. Mateu. (2014). Clitic Coreference

Restrictions and Antilogophoricity in French and Spanish. Talk presented at the 44th Linguistic Symposium on Romance Languages [LSRL 44], Ontario, Canada. May, 2014.

Charnavel, Isabelle & Victoria E. Mateu. (2014). The Clitic Binding

Restriction Revisited: Evidence for Antilogophoricity. Talk presented at the 37th Generative Linguistics in the Old World [GLOW 37], Brussels, Belgium. April, 2014.

Charnavel, Isabelle & Victoria E. Mateu. (2014). Antilogophoricity in

Clitic Clusters. Talk presented at the 32nd West Coast Conference on Formal Linguistics [WCCFL 32], USC, Los Angeles, CA. March, 2014.

Mateu, Victoria E. (2013). Clitic omission in Spanish-speaking children:

Evaluating the roles of competence and performance. Talk presented at the 38th Boston University Conference on Language Development [BUCLD 38]. Boston, MA. November 2013.

Sundara, Megha & Victoria E. Mateu. (2013). Non-native rhythm does

not block word segmentation in infants. Talk presented at the Workshop on Infant Language Development [WILD]. San Sebastian, Spain. June 2013.

Mateu, Victoria E. (2012). The Clitic Binding Restriction Revisited:

Evidence of Antilogophoricity in Spanish. Talk presented at the UCLA Syntax and Semantics Binding MiniFest. Los Angeles, CA. November 2012.

Sundara, Megha & Victoria E. Mateu. (2012). Can monolingual English

infants segment words in Spanish? Poster presented at the 7th annual Southern California Conference on Cognitive and Language Development [SoCal 2012]. San Diego, CA. April 2012.

Professor / Lecturer / Sole Instructor

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• Spanish, Portuguese, and the Nature of Language (SPAN M35, UCLA)

Winter 2020, Fall 2019

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• Spanish Syntax (SPAN 100B, UCLA)

Winter 2020

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• Spanish Syntax (SPAN 204B, UCLA)

Fall 2019

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• Language Development (LING 130, UCLA)

Fall 2018, Summer 2018, Spring 2018, Summer 2017, Winter 2017, Fall 2016, Summer 2016, Summer 2015​

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• Bilingualism and Second Language Acquisition (LING C140, UCLA) 

​Winter 2019, Winter 2018, Spring 2017

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• Neurolinguistics (LING C135, UCLA)

Spring 2019, Fall 2017

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Teaching Assistant

• Language Development (LING 130, UCLA)

Winter 2016 (Prof. Nina Hyams), Winter 2015 (Prof. Nina Hyams), Winter 2014 (Prof. Nina​ Hyams), Fall 2012 (Prof. Nina Hyams)

• Bilingualism and Second Language Acquisition (LING C140, UCLA) 

​Winter 2013 (Prof. Nina Hyams & Prof. Robert Daland)

• Neurolinguistics (LING 130, UCLA) 

​Spring 2014 (Prof. Susan Curtiss)

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• Introduction to Linguistics (LING 20, UCLA)

Spring 2013 (Prof. Carson Schütze)

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• Introduction to the Study of Language (LING 1, UCLA)

Summer 2013, 2014 (Prof. Russ Schuh)​

• Spanish as a Second Language (Kings Norton Girls' School, Birmingham, UK)

Academic year 2008-2009 (Ms. Fozia Marawat)

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Researcher

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• UCLA Language Lab Manager

       2016-2019​

Responsibilities: Create and analyze stimuli, set up experiments, collect subjects’ background information, test subjects (aged 3mo-6yo), run corpus studies, extract and prepare data for statistical analyses, train and supervise undergraduate RAs, maintain mailing outreach program, organize and manage subject pool database for UCLA Language Lab, Baby Lab, LCD Lab, and Jeste Lab, prepare and update research projects for the UCLA IRB and the CPHS committees, act as liaison between SONA Subject Pool and UCLA Department of Linguistics.​

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• Graduate Student Researcher, UCLA 

       2011-2016

Responsibilities: Conduct literature review, design experiment, design and run corpus studies, create and analyze stimuli, set up experiments, collect subjects’ background information, test subjects (aged 7mos-6yos), extract and prepare data for statistical analyses, analyze data, write paper (in collaboration with Prof. Megha Sundara or Prof. Nina Hyams).

Gemma Repiso-Puigdelliura – Graduate student, UCLA Spanish & Portuguese Department

Research: Empty Onset Repair Strategies in Spanish as a Heritage Language

Role: Independent Study Mentor (Fall 2019), PhD Dissertation Committee Member (2019-present)

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Isabel Benvenuti – Graduate student, UCLA Spanish & Portuguese Department

Research: Online Processing Effects in the Comprehension of a-personal in Spanish Heritage Speakers

Role: Independent Study Mentor (Winter 2020)

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Erin Mauffray – Graduate student, UCLA Spanish & Portuguese Department

Research: Word Order Effects in Spanish as a Heritage Language: Assessing the role of unaccusativity, unergativity, and adverb placement

Role: Independent Study Mentor (Winter 2020)

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Minqi Liu – Graduate student, UCLA Linguistics Department

Research: Acquisition of Sluicing in Mandarin-speaking children

Role: MA Thesis Committee Member (2019), Doctoral Guidance Committee Member (2020-present)

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Sözen Özkan – Graduate student, UCLA Linguistics Department

Research: Encoding Information Structure in Turkish Syntax

Role: PhD Dissertation Committee Member (2019-present)

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​Reviewer

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• Generative Approaches to Language Acquisition - North America [GALANA] (2020)

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• Frontiers Psychology (2020)

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• North East Linguistic Society [NELS] (2019)

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• International Journal of Bilingualism (2019)

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• Language (2019)

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• Boston University Conference on Language Development [BUCLD] (2018, 2019)

• Child Language Symposium (2018)

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• Revista Española de Lingüística Aplicada / Spanish Journal of Applied Linguistics (2015)

• Language Acquisition: A Journal of Developmental Linguistics   (2014, 2017)

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Educational Volunteer

• Panelist at the UCLA Department of Spanish & Portuguese Professional Development Roundtable 6: The Academic Job Dossier (2020)​

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• Panelist at the UCLA Department of Spanish & Portuguese Professional Development Roundtable 3: Job Market Insights (2019)

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• Aimhigher Student Ambassador, Kings Norton Girls' School, Birmingham, UK (2008-2009)

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Administrative Volunteer

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• Member of the UCLA Spanish & Portuguese Lecture & Symposia Committee (2019-2020)

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• Graduate Student Association [GSA] Representative (2015-2016)

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• Secretary of the Graduate Linguistics Circle [GLC] (2013-2014)

• Teaching Evaluation Committee, UCLA Department of Linguistics (2012-2013)

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Other​ Volunteer

• Contributor for Terraling (2012-Present)