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Now showing items 21-30 of 39
Children's and Adults' Use of Conversation Cues When Selecting Sources of Information
(Vanderbilt University, 2009)
Word learning may be best characterized by the ability to recruit information from social others. One question, then, is how children decide to learn words from one person versus another. The present study investigates the ...
Preschoolers use nonverbal cues to identify reliable informants in word learning
(Vanderbilt University, 2011-04-06)
The present study investigates 4-year-old children’s ability to use speakers’ pragmatic competence as an indicator of whom to learn from. In this study, pragmatic competence is measured as the speaker’s ability to adhere ...
A mind of its own: How a puppet’s reliability affects children’s beliefs about the puppeteer’s knowledge
(Vanderbilt University, 2011-04-12)
This study assessed whether 4-year-old children think a puppet has a mind separate from that of the puppeteer. 64 children, 48-60 months, watched a puppet (operated by a visible person) and another person label 3 familiar ...
Infant Tool Use and Executive Function
(Vanderbilt University, 2017-04-26)
How do toddlers’ executive function skills relate to abilities to use familiar tools in unfamiliar ways? What method might encourage infants to employ executive function skills to override their prepotent, or automatic, ...
Is what I think really what I think?: Examining implicit and explicit attitudes toward stuttering
(Vanderbilt University, 2017)
This study assessed implicit and explicit attitudes toward people who stutter. Twenty-four typically-fluent college-aged participants completed an Implicit Association Test, a measure of implicit attitudes, to assess the ...
Preschoolers’ word learning when highlighting lexical or phonological awareness
(Vanderbilt University, 2017-04-17)
Can 24-Month-Old Toddlers Transfer Their Representational Insights from Video to Pictures?
(Vanderbilt University, 2019-04-24)
Representational media are everywhere in children’s daily lives: the photos on the wall, the videos shown on TV, and the picture books children read. In order to foster better learning and develop more age-appropriate ...
Dyadic Interaction Style and Infant Attention in the Sticky Mittens Paradigm
(Vanderbilt University, 2019-04)
Previous research has shown that the “sticky mittens” reaching intervention has a positive effect on reaching and object exploration skills. Further, early reaching and object exploration abilities have been shown to have ...
Supporting Executive Function Development through Parent-Child Book Reading
(Vanderbilt University, 2020-04-21)
Executive functioning (EF) is a key element of school readiness. Despite evidence for the influential role parents can play in supporting child EF development, current EF-directed interventions rarely focus on parents. And ...
The Effects of an Enhanced eBook on Parent Dialogic Reading Behaviors
(Vanderbilt University, 2021-03-29)