Pages that link to "Q38469732"
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The following pages link to Infants' ability to consult the speaker for clues to word reference (Q38469732):
Displaying 50 items.
- The sound symbolism bootstrapping hypothesis for language acquisition and language evolution (Q26865300) (← links)
- The Psychology and Neuroscience of Curiosity (Q28081077) (← links)
- Children's development of self-regulation in speech production (Q28732362) (← links)
- The Forager Oral Tradition and the Evolution of Prolonged Juvenility (Q28741129) (← links)
- 14-Month-Old Infants Form Novel Word-Spatial Relation Associations (Q28752368) (← links)
- Temporal Attention as a Scaffold for Language Development (Q30391238) (← links)
- Skype me! Socially contingent interactions help toddlers learn language (Q30412946) (← links)
- Do domestic dogs learn words based on humans' referential behaviour? (Q30441390) (← links)
- Reference production in young speakers with and without autism: effects of discourse status and processing constraints (Q30454170) (← links)
- Bilingual beginnings to learning words (Q30478013) (← links)
- How words can and cannot be learned by observation (Q30500809) (← links)
- Development of structure and function in the infant brain: implications for cognition, language and social behaviour. (Q30502437) (← links)
- What you see is what you get: contextual modulation of face scanning in typical and atypical development (Q30576269) (← links)
- Reference as an Interactive Achievement: Sequential and Longitudinal Analyses of Labeling Interactions in Shared Book Reading and Free Play (Q30838462) (← links)
- Effects of labeling and pointing on object gaze in boys with fragile X syndrome: an eye-tracking study (Q34135354) (← links)
- Investigating word learning in fragile X syndrome: a fast-mapping study (Q34313863) (← links)
- Toddlers with elevated autism symptoms show slowed habituation to faces (Q34340397) (← links)
- Can we dissociate contingency learning from social learning in word acquisition by 24-month-olds? (Q34490637) (← links)
- Word learning in children with autism spectrum disorders (Q34559774) (← links)
- Third-Party Social Interaction and Word Learning From Video (Q34949373) (← links)
- Use of emotional cues for lexical learning: a comparison of autism spectrum disorder and fragile X syndrome (Q35204578) (← links)
- Broad autism phenotype in typically developing children predicts performance on an eye-tracking measure of joint attention. (Q35206432) (← links)
- Pupillary responses during a joint attention task are associated with nonverbal cognitive abilities and sub-clinical symptoms of autism. (Q35223453) (← links)
- Effects of Psychological Attention on Pronoun Comprehension (Q35849228) (← links)
- Nine-month-old infants generalize object labels, but not object preferences across individuals. (Q36199614) (← links)
- On the give and take between event apprehension and utterance formulation (Q36296231) (← links)
- Effect of speaker gaze on word learning in fragile X syndrome: a comparison with nonsyndromic autism spectrum disorder (Q36361948) (← links)
- Is a Bird an Apple? The Effect of Speaker Labeling Accuracy on Infants' Word Learning, Imitation, and Helping Behaviors (Q36490818) (← links)
- Perceiving referential intent: Dynamics of reference in natural parent-child interactions (Q36495427) (← links)
- Are eyes windows to a deceiver's soul? Children's use of another's eye gaze cues in a deceptive situation (Q36935950) (← links)
- Atypical Cross-Modal Profiles and Longitudinal Associations Between Vocabulary Scores in Initially Minimally Verbal Children With ASD. (Q37142393) (← links)
- Two- and three-year-olds track a single meaning during word learning: Evidence for Propose-but-verify (Q37280066) (← links)
- Neural bases of eye and gaze processing: the core of social cognition. (Q37475999) (← links)
- Infants' learning about words and sounds in relation to objects (Q37536661) (← links)
- When Meaning Is Not Enough: Distributional and Semantic Cues to Word Categorization in Child Directed Speech (Q38372809) (← links)
- Beyond Fast Mapping (Q38490233) (← links)
- The integrity of lexical acquisition mechanisms in autism spectrum disorders: A research review (Q38674788) (← links)
- Word learning mechanisms (Q39119323) (← links)
- The Interface of Language and Theory of Mind (Q41127666) (← links)
- On Privileging the Role of Gaze in Infant Social Cognition (Q41954429) (← links)
- Concepts and folk theories (Q42107998) (← links)
- The Birth of Social Intelligence. (Q42920612) (← links)
- Co-viewing supports toddlers' word learning from contingent and noncontingent video. (Q47662330) (← links)
- Brief report: Do children with autism gather information from social contexts to aid their word learning? (Q47830582) (← links)
- Tracking Multiple Statistics: Simultaneous Learning of Object Names and Categories in English and Mandarin Speakers. (Q48495175) (← links)
- Beyond naïve cue combination: salience and social cues in early word learning. (Q48641952) (← links)
- Response to joint attention in toddlers at risk for autism spectrum disorder: a prospective study (Q50301875) (← links)
- Brief report: are children with autism proficient word learners? (Q50306855) (← links)
- Relations among joint attention, amount of intervention and language gain in autism (Q50307033) (← links)
- Fast mapping, slow learning: disambiguation of novel word-object mappings in relation to vocabulary learning at 18, 24, and 30months. (Q50358194) (← links)