UB Paderborn / Katalog / Suche / in CDI

Infants' and Toddlers' Language, Math and Socio-Emotional Development: Evidence for Reciprocal Relations and Differential Gender and Age Effects

Frontiers in psychology, 2020-11, Vol.11, p.580297-580297

2020

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Low-cost teacher-implemented intervention improves toddlers’ language and math skills

Early childhood research quarterly, 2020-01, Vol.53, p.64-76

2020

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Examining the effects of an infant-toddler school readiness intervention in center- and family-based programs: Are results generalizable?

Early childhood research quarterly, 2024-01, Vol.67, p.252-264

2024

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Implementing toddler interventions at scale: The case of “We learn together”

Early childhood research quarterly, 2021-01, Vol.57, p.12-26

2021

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An educator-administered measure of language development in young children

Infant behavior & development, 2018-08, Vol.52, p.104-113

2018

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Patterns of educational achievement among groups of immigrant children in Denmark emerge already in preschool second-language and preliteracy skills

Applied psycholinguistics, 2019-07, Vol.40 (4), p.853-875

2019

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Measurement Properties of the SEAM Questionnaire Using Rasch Analysis on Data From a Representative Danish Sample of 0- to 6-Year-Olds

Journal of psychoeducational assessment, 2019-06, Vol.37 (3), p.320-337

2019

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Assessing strengths and difficulties in social development: a comparison of the Social Emotional Assessment Measure (SEAM) with two established developmental psychopathological questionnaires

European journal of developmental psychology, 2020-01, Vol.17 (1), p.103-122

2020

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Short Danish Version of the Tools for Early Assessment in Math (TEAM) for 3-6-Year-Olds

Early education and development, 2019-02, Vol.30 (2), p.238-258

2019

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Child disruptiveness moderates the effects of home book reading on oral language development

Personality and individual differences, 2022-10, Vol.196, p.111763, Article 111763

2022

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Context and education affect the quality of parents' speech to children

Journal of applied developmental psychology, 2024-03, Vol.91, p.101632, Article 101632

2024

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Is Danish difficult to acquire? Evidence from Nordic past-tense studies

Language and cognitive processes, 2011-10, Vol.26 (8), p.1193-1231

2011

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Differences between girls and boys in emerging language skills: Evidence from 10 language communities

British journal of developmental psychology, 2012-06, Vol.30 (2), p.326-343

2012

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To ask or not to ask: strategic recall, but not spontaneous recall, decreases by the passage of time in 46-month-olds’ memory of a unique event

Psychological research, 2023-09, Vol.87 (6), p.1718-1728

2023

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Real-time assessment of looking time at central environmental cues for spontaneous recall in 35-month-olds

Cognitive development, 2021-01, Vol.57, p.100995, Article 100995

2021

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Distinct environmental cues trigger spontaneous recall of past events in 3‐ and 4‐year‐old children even after long delays

Child development, 2022-07, Vol.93 (4), p.941-955

2022

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On the importance of contextual cues for spontaneous recall in 35- and 46-month-old children

Psychological research, 2023-06, Vol.87 (4), p.1155-1165

2023

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Children below two years of age spontaneously recall an event with Magical Teddies

Cognitive development, 2023-04, Vol.66, p.101311, Article 101311

2023

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“Workman made noise in my room. Me kept my hands on my ears!” A diary study of spontaneous memories in 34‐ to 36‐month‐old children

Applied cognitive psychology, 2023-09, Vol.37 (5), p.980-991

2023

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Te Reo Māori: indigenous language acquisition in the context of New Zealand English

Journal of child language, 2018-03, Vol.45 (2), p.340-367

2018

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School‐age outcomes of late‐talking toddlers: Long‐term effects of an early lexical deficit

Developmental science, 2019-11, Vol.22 (6), p.e12826-n/a

2019

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Baby babbling at five months linked to sex hormone levels in early infancy

Infant behavior & development, 2016-08, Vol.44, p.1-10

2016

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The Magic Shrinking Machine Revisited: The Presence of Props at Recall Facilitates Memory in 3-Year-Olds

Developmental psychology, 2015-12, Vol.51 (12), p.1704-1716

2015

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Profiles and Predictors of Academic and Social School Functioning among Children with Autism Spectrum Disorder

Journal of clinical child and adolescent psychology, 2021-09, Vol.50 (5), p.656-668

2021

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Episodic future thinking in 35-, 47-, and 55-month-old children

Nordic psychology, 2022-01, Vol.74 (1), p.53-69

2022

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Infants' and Toddlers' Language, Math and Socio-Emotional Development: Evidence for Reciprocal Relations and Differential Gender and Age Effects

Low-cost teacher-implemented intervention improves toddlers’ language and math skills

Examining the effects of an infant-toddler school readiness intervention in center- and family-based programs: Are results generalizable?

Implementing toddler interventions at scale: The case of “We learn together”

An educator-administered measure of language development in young children

Patterns of educational achievement among groups of immigrant children in Denmark emerge already in preschool second-language and preliteracy skills

Measurement Properties of the SEAM Questionnaire Using Rasch Analysis on Data From a Representative Danish Sample of 0- to 6-Year-Olds

Assessing strengths and difficulties in social development: a comparison of the Social Emotional Assessment Measure (SEAM) with two established developmental psychopathological questionnaires

Short Danish Version of the Tools for Early Assessment in Math (TEAM) for 3-6-Year-Olds

Child disruptiveness moderates the effects of home book reading on oral language development

Context and education affect the quality of parents' speech to children

Is Danish difficult to acquire? Evidence from Nordic past-tense studies

Differences between girls and boys in emerging language skills: Evidence from 10 language communities

To ask or not to ask: strategic recall, but not spontaneous recall, decreases by the passage of time in 46-month-olds’ memory of a unique event

Real-time assessment of looking time at central environmental cues for spontaneous recall in 35-month-olds

Distinct environmental cues trigger spontaneous recall of past events in 3‐ and 4‐year‐old children even after long delays

On the importance of contextual cues for spontaneous recall in 35- and 46-month-old children

Children below two years of age spontaneously recall an event with Magical Teddies

“Workman made noise in my room. Me kept my hands on my ears!” A diary study of spontaneous memories in 34‐ to 36‐month‐old children

Te Reo Māori: indigenous language acquisition in the context of New Zealand English

School‐age outcomes of late‐talking toddlers: Long‐term effects of an early lexical deficit

Baby babbling at five months linked to sex hormone levels in early infancy

The Magic Shrinking Machine Revisited: The Presence of Props at Recall Facilitates Memory in 3-Year-Olds

Profiles and Predictors of Academic and Social School Functioning among Children with Autism Spectrum Disorder

Episodic future thinking in 35-, 47-, and 55-month-old children

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