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Background context affects word‐object mapping

British journal of developmental psychology, 2023-03, Vol.41 (1), p.31-36

2023

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Preschoolers ask questions about unknown words on video chat and in live interactions at similar rates

Journal of experimental child psychology, 2024-02, Vol.238, p.105780-105780, Article 105780

2024

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Co-viewing supports toddlers’ word learning from contingent and noncontingent video

Journal of experimental child psychology, 2018-02, Vol.166, p.310-326

2018

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Gaining access to the unknown: Preschoolers privilege unknown information as the target of their questions about verbs

Journal of experimental child psychology, 2022-05, Vol.217, p.105358-105358, Article 105358

2022

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Active Learning from Infancy to Childhood: Social Motivation, Cognition, and Linguistic Mechanisms

1st ed. 2018., 2018

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Effects of context variability on 2-year-olds’ fact and word learning

Journal of experimental child psychology, 2019-03, Vol.179, p.248-259

2019

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The Extent of Default Visual Perspective Taking in Complex Layouts

Journal of experimental psychology. Human perception and performance, 2016-04, Vol.42 (4), p.508-516

2016

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Young Children's Use of Video as a Source of Socially Relevant Information

Child development, 2006-05, Vol.77 (3), p.786-799

2006

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Twelve‐Month‐Old Infants Respond to Speech About Absent Inaccessible Objects

Child development, 2020-07, Vol.91 (4), p.1353-1363

2020

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Let's Chat: On-Screen Social Responsiveness Is Not Sufficient to Support Toddlers' Word Learning From Video

Frontiers in psychology, 2018-11, Vol.9, p.2195-2195

2018

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Third-Party Social Interaction and Word Learning From Video

Child development, 2011-05, Vol.82 (3), p.902-915

2011

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Developmental differences in preschoolers’ definition assessment and production

Journal of experimental child psychology, 2020-11, Vol.199, p.104925-104925, Article 104925

2020

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Infants Interpret Ambiguous Requests for Absent Objects

Developmental psychology, 2007-05, Vol.43 (3), p.696-704

2007

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Out of Reach, Out of Mind? Infants' Comprehension of References to Hidden Inaccessible Objects

Child development, 2017-09, Vol.88 (5), p.1572-1580

2017

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Talking About the Near and Dear: Infants' Comprehension of Displaced Speech

Developmental psychology, 2013-07, Vol.49 (7), p.1299-1307

2013

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Infants Parse Dynamic Action

Child development, 2001-05, Vol.72 (3), p.708-717

2001

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Creature feature: Preschoolers use verbal descriptions to identify referents

Journal of experimental child psychology, 2016-12, Vol.152, p.205-220

2016

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Corrigendum: Let's Chat: On-Screen Social Responsiveness Is Not Sufficient to Support Toddlers' Word Learning From Video

Frontiers in psychology, 2019-08, Vol.10, p.1793-1793

2019

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When Familiar Is Not Better: 12-Month-Old Infants Respond to Talk about Absent Objects

Developmental psychology, 2013-01, Vol.49 (1), p.138-145

2013

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Differences in how monolingual and bilingual children learn second labels for familiar objects

Journal of child language, 2015-11, Vol.42 (6), p.1219-1236

2015

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Representational Constraints on Language Development: Thinking and Learning About Absent Things

Child development perspectives, 2013-12, Vol.7 (4), p.227-231

2013

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Infants Use Category Label Knowledge to Interpret Absent Reference

Infancy, 2018-09, Vol.23 (5), p.650-673

2018

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What's mine is mine: twelve-month-olds use possessive pronouns to identify referents

Developmental science, 2011-07, Vol.14 (4), p.859-864

2011

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Infants' Use of Shared Linguistic Information to Clarify Ambiguous Requests

Child development, 2007-03, Vol.78 (2), p.493-502

2007

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Longitudinal associations among maternal communication and adolescent posttraumatic stress symptoms after cancer diagnosis

Psycho-oncology (Chichester, England), 2016-07, Vol.25 (7), p.779-786

2016

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Background context affects word‐object mapping

Preschoolers ask questions about unknown words on video chat and in live interactions at similar rates

Co-viewing supports toddlers’ word learning from contingent and noncontingent video

Gaining access to the unknown: Preschoolers privilege unknown information as the target of their questions about verbs

Active Learning from Infancy to Childhood: Social Motivation, Cognition, and Linguistic Mechanisms

Effects of context variability on 2-year-olds’ fact and word learning

The Extent of Default Visual Perspective Taking in Complex Layouts

Young Children's Use of Video as a Source of Socially Relevant Information

Twelve‐Month‐Old Infants Respond to Speech About Absent Inaccessible Objects

Let's Chat: On-Screen Social Responsiveness Is Not Sufficient to Support Toddlers' Word Learning From Video

Third-Party Social Interaction and Word Learning From Video

Developmental differences in preschoolers’ definition assessment and production

Infants Interpret Ambiguous Requests for Absent Objects

Out of Reach, Out of Mind? Infants' Comprehension of References to Hidden Inaccessible Objects

Talking About the Near and Dear: Infants' Comprehension of Displaced Speech

Infants Parse Dynamic Action

Creature feature: Preschoolers use verbal descriptions to identify referents

Corrigendum: Let's Chat: On-Screen Social Responsiveness Is Not Sufficient to Support Toddlers' Word Learning From Video

When Familiar Is Not Better: 12-Month-Old Infants Respond to Talk about Absent Objects

Differences in how monolingual and bilingual children learn second labels for familiar objects

Representational Constraints on Language Development: Thinking and Learning About Absent Things

Infants Use Category Label Knowledge to Interpret Absent Reference

What's mine is mine: twelve-month-olds use possessive pronouns to identify referents

Infants' Use of Shared Linguistic Information to Clarify Ambiguous Requests

Longitudinal associations among maternal communication and adolescent posttraumatic stress symptoms after cancer diagnosis

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