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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 Hits 1 – 20 of 65 1 Understanding language in diverse classrooms : a primer for all teachers Wilkinson, Louise C.; Shatz, Marilyn. - New York [u.a.] : Routledge, 2013 BLLDB UB Frankfurt Linguistik Show details 2 On problems with descriptivism: psychological assumptions and empirical evidence Shatz, Marilyn; García Ramírez, Eduardo In: Mind & language. - Oxford : Wiley-Blackwell 26 (2011) 1, 53-77 BLLDB OLC Linguistik Show details 3 On Problems with Descriptivism: Psychological Assumptions and Empirical Evidence Shatz, Marilyn; García-Ramírez, Eduardo. - : Blackwell Publishing Ltd, 2011 BASE Show details 4 Acquiring Non-Object Terms: The Case for Time Words Shatz, Marilyn; Tare, Medha; Nguyen, Simone P.. - 2010 BASE Show details 5 Experiential influences on speech perception and speech production in infancy. Polka, Linda; Mattock, Karen; Rvachew, Susan. - : Blackwell, 2009 BASE Show details 6 Maternal uses of non-object terms in child-directed speech: color, number and time Gilbertson, Lisa; Tare, Medha; Shatz, Marilyn In: First language. - London [u.a.] : SAGE Publ. 28 (2008) 84, 87-100 BLLDB OLC Linguistik Show details 7 Darwin's mistake: explaining the discontinuity between human and nonhuman minds : [including open peer commentary and authors' response] Penn, Derek C.; Holyoak, Keith J.; Povinelli, Daniel J.... In: Behavioral and brain sciences. - New York, NY [u.a.] : Cambridge Univ. Press 31 (2008) 3, 109-178 BLLDB Show details 8 Language as a consequence and an enabler of the exercise of higher-order relational capabilities: Evidence from toddlers Shatz, Marilyn; Penn, Derek C; Holyoak, Keith J... In: Behavioral and brain sciences. - New York, NY [u.a.] : Cambridge Univ. Press 31 (2008) 2, 145 OLC Linguistik Show details 9 Blackwell handbook of language development Shatz, Marilyn (Hrsg.); Hoff, Erika (Hrsg.). - Malden, MA [u.a.] : Blackwell, 2007 BLLDB UB Frankfurt Linguistik Show details 10 Blackwell handbook of language development Hoff, Erika; Shatz, Marilyn. - Malden, Mass. : Blackwell, 2007 MPI für Psycholinguistik Show details 11 Dedre Gentner and Susan Goldin-Meadow (eds.): Language in Mind [Rezension] Shatz, Marilyn In: Language. - Washington, DC : Linguistic Society of America 82 (2006) 1, 174-176 BLLDB OLC Linguistik Show details 12 The influence of language and socioeconomic status on children's understanding of false belief Shatz, Marilyn; Diesendruck, Gil; Martinez-Beck, Ivelisse... In: Developmental psychology. - Richmond, Va. [u.a.] : American Psychological Association 39 (2003) 4, 717-729 BLLDB Show details 13 Buzzsaws and blueprints : what children need (or don't need) to learn language (review article and discussion) Sabbagh, Mark A.; Gelman, Susan A.; MacWhinney, Brian (Mitarb.)... In: Journal of child language. - Cambridge [u.a.] : Cambridge Univ. Press 27 (2000) 3, 715-766 BLLDB Show details 14 English and Japanese versions of children's books : uncovering pragmatic relations between language and culture Shatz, Marilyn; Dyer, Jennifer R.; Wellman, Henry M.... In: Research on child language acquisition. Vol. 1. - Somerville, Mass. : Cascadilla Press (2000), 570-581 BLLDB Show details 15 Articles - When and how peers give reasons: Justifications in the talk of middle school children Goetz, Peggy J.; Shatz, Marilyn In: Journal of child language. - Cambridge [u.a.] : Cambridge Univ. Press 26 (1999) 3, 721-748 OLC Linguistik Show details 16 When and how peers give reasons : justifications in the talk of middle school children Goetz, Peggy J.; Shatz, Marilyn In: Journal of child language. - Cambridge [u.a.] : Cambridge Univ. Press 26 (1999) 3, 721-748 BLLDB Show details 17 A comparison of 3- and 4-year-old English monolinguals, Mandarin monolinguals, and Mandarin-English bilinguals on a series of theory of mind-related tasks. Goetz, Peggy Joy. - 1999 Abstract: This research examines whether an individual's linguistic knowledge, either as a speaker of a particular language or as a bilingual, influences theory of mind development. Three- and 4-year-old English monolinguals, Mandarin Chinese monolinguals, and Mandarin-English bilinguals were given four theory of mind-related tasks, an appearance-reality, a level 2 perspective-taking, an 'unexpected contents' false-belief, and an 'unexpected transfer' false-belief task. All children were tested twice, a week apart; the bilinguals were tested in each of their languages. The children were also given a Peabody Picture Vocabulary Test and two metalinguistic tasks. The Mandarin- and English-speaking children were hypothesized to perform very similarly on all theory of mind and metalinguistic tasks. In contrast, the bilingual children were predicted to perform significantly better than both groups of monolinguals on all theory of mind tasks and both metalinguistic tasks but were expected to perform worse on the vocabulary tests. The results of the Chinese and English monolingual comparisons, as predicted, showed no significant language difference for any of the tasks, and a significant age difference for the theory of mind-related tasks, with 4-year-olds performing better than 3-year-olds. For the monolingual and bilingual comparisons, the vocabulary test scores were the only ones in which the bilinguals' scores were sometimes lower than the monolinguals. The combined scores of the theory of mind-related tasks of the bilingual group were higher than both the Mandarin and English monolingual groups at the first testing time but not the second so the hypothesis concerning a bilingual advantage received partial support. Four-year-olds performed better than 3-year-olds in all theory of mind-related tasks. There was some evidence for a metalinguistic advantage for the bilinguals. Mandarin monolinguals appear to perform very similarly to English monolinguals, but bilingualism seems to aid children in gaining an understanding of mind. This advantage may have been caused by a number of factors; greater inhibitory control, greater metalinguistic understanding, and a greater sensitivity to sociolinguistic interactions with interlocutors are all proposed as possible important factors. ; Ph.D. ; Cognitive psychology ; Developmental psychology ; Language, Literature and Linguistics ; Linguistics ; Psychology ; University of Michigan, Horace H. Rackham School of Graduate Studies ; http://deepblue.lib.umich.edu/bitstream/2027.42/132142/2/9959767.pdf Keyword: Bilinguals; Comparison; Four-year-old; Mandarin-english; Mind-related; Monolinguals; Series; Tasks; Theory; Three-year-old URL: https://hdl.handle.net/2027.42/132142 http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:9959767 BASE Hide details 18 Caregiver speech and children's use of nouns versus verbs: A comparison of English, Italian, and Mandarin Tardif, Twila; Shatz, Marilyn; Naigles, Letitia In: Journal of child language. - Cambridge [u.a.] : Cambridge Univ. Press 24 (1997) 3, 535-566 OLC Linguistik Show details 19 The effect of perceptual similarity and linguistic input on children's acquisition of object labels Diesendruck, Gil; Shatz, Marilyn In: Journal of child language. - Cambridge [u.a.] : Cambridge Univ. Press 24 (1997) 3, 695-718 OLC Linguistik Show details 20 Caregiver speech and children's use of nouns versus verbs : a comparison of English, Italian, and Mandarin Tardif, Twila; Shatz, Marilyn; Naigles, Letitia R. In: Journal of child language. - Cambridge [u.a.] : Cambridge Univ. Press 24 (1997) 3, 535-565 BLLDB Show details Page: 1 2 3 4

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