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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 5 6 7 8 9 10 Hits 81 – 100 of 184 81 This cat has nine lives? Children's memory for genericity in language Gelman, Susan A.; Raman, Lakshmi In: Developmental psychology. - Richmond, Va. [u.a.] : American Psychological Association 43 (2007) 5, 1256-1268 BLLDB Show details 82 Robots and rodents: children's inferences about living and nonliving kinds Jipson, Jennifer L.; Gelman, Susan A. In: Child development. - Malden, Ma. [u.a.] : Blackwell 78 (2007) 6, 1675-1688 BLLDB Show details 83 Word Learning in Children with Autism Spectrum Disorder. Luyster, Rhiannon J.. - 2007 BASE Show details 84 Learning and Interpreting Words for Kinds: Adults' and Children's Understanding of Generic Language. Hollander, Michelle A.. - 2007 BASE Show details 85 Looking Beyond Looks: Comments on Sloutsky, Kloos, and Fisher (2007) Gelman, Susan A.; Waxman, Sandra R.. - : Blackwell Publishing Inc, 2007 BASE Show details 86 Conceptual development Gelman, Susan A.; Kalish, Charles W. In: Cognition, perception, and language (Hoboken, 2006), p. 687-733 MPI für Psycholinguistik Show details 87 Developmental changes in the understanding of generics Gelman, Susan A.; Bloom, Paul. - 2006 BASE Show details 88 Two insights about naming in the preschool child Gelman, Susan A. In: Structure and contents (Oxford, 2005), p. 198-215 MPI für Psycholinguistik Show details 89 Expressing generic concepts with and without a language model Goldin-Meadow, Susan; Gelman, Susan A.; Mylander, Carolyn In: Cognition. - Amsterdam [u.a] : Elsevier 96 (2005) 2, 109-126 OLC Linguistik Show details 90 Expressing generic concepts with and without a language model Goldin-Meadow, Susan; Gelman, Susan A.; Mylander, Carolyn In: Cognition. - Amsterdam [u.a] : Elsevier 96 (2005) 2, 109-126 BLLDB Show details 91 Mother-child conversations about pictures and objects : referring to categories and individuals Gelman, Susan A.; Chesnick, Robert J.; Waxman, Sandra R. In: Child development. - Malden, Ma. [u.a.] : Blackwell 76 (2005) 6, 1129-1143 BLLDB Show details 92 Learning words for kinds : generic noun phrases in acquisition Gelman, Susan A. In: Weaving a lexicon. - Cambridge, Mass. [u.a.] : MIT Press (2004), 445-484 BLLDB Show details 93 Learning words for kinds : generic noun phrases in acquisition Gelman, Susan A. In: Weaving a lexicon (Cambridge, 2004), p. 445-484 MPI für Psycholinguistik Show details 94 Six does not just mean a lot: preschoolers see number words as specific Sarnecka, Barbara W.; Gelman, Susan A. In: Cognition. - Amsterdam [u.a] : Elsevier 92 (2004) 3, 329-352 OLC Linguistik Show details 95 'six' does not just mean 'a lot' : preschoolers see number words as specific Sarnecka, Barbara W.; Gelman, Susan A. In: Cognition. - Amsterdam [u.a] : Elsevier 92 (2004) 3, 329-352 BLLDB Show details 96 Mother-child conversations about gender Gelman, Susan A.; Taylor, Marianne G.; Nguyen, Simone P.. - Oxford : Blackwell, 2004 MPI für Psycholinguistik Show details 97 Mother-child conversations about gender : understanding the acquisition of essentialist beliefs Gelman, Susan A.; Nguyen, Simone P.; Bigler, Rebecca S. (Komm.). - Boston [u.a.] : Blackwell, 2004 BLLDB UB Frankfurt Linguistik Show details 98 Six does not just mean a lot: Preschoolers see number words as specific Sarnecka, Barbara W.; Gelman, Susan A. In: Sarnecka, Barbara W.; & Gelman, Susan A.(2004). Six does not just mean a lot: Preschoolers see number words as specific. Cognition, 92, 329 - 352. UC Irvine: Retrieved from: http://www.escholarship.org/uc/item/4zv7h7vd (2004) BASE Show details 99 Language as lens: Plurality marking and numeral learning in English, Japanese, and Russian. Sarnecka, Barbara Wiseheart. - 2004 Abstract: This study investigates whether young children use numerical information provided by plurality marking to help them learn the meanings of numerals. The study looked at children's understanding of numeral expressions (e.g., 'two flowers') in Japanese, English, and Russian. The languages differ in their plurality marking systems. English marks singular/plural; Russian marks one/few/many; Japanese usually does not mark plurality. To investigate the relationship between these systems in development, we administered 15 trials of the Give-a-Number task to children at three sites: Kobe, Japan (48 children); Ann Arbor, Michigan (70 children); and St. Petersburg, Russia (44 children). The mean age in each group was 3--2. Results were as follows: English- and Russian-speaking children distinguished 1 from many objects significantly earlier than Japanese-speaking children. (96% of English speakers and 98% of Russian speakers made this distinction, whereas only 59% of Japanese speakers did so.) Among children at Level I (who knew the exact meaning of one but no other numerals) only the Russian speakers made a distinction between high and low numbers. They did this by giving significantly more objects when asked for five or six than when asked for two or three . The English and Japanese speakers made no such distinction. Among children at Level III (children who knew the exact meanings of 'one,' 'two,' and 'three'), Russian speakers were significantly more accurate in their estimation of 'five' than were English and Japanese speakers. A second study used CHILDES analyses of English, Japanese, and Russian corpora to verify the assumptions underlying the Give-A-Number study. The analyses found that plurality marking in speech to children matched standard grammatical descriptions, and that numerals were used with similar frequency and in similar ways across languages. Thus, the results obtained in the first study cannot be attributed to anomalous plurality marking in speech to children, or to differences in the frequency of numeral use across languages. These findings indicate that young children do attach numerical meaning to plurality inflections (word-world mappings, not just word-word mappings). Moreover, the grammar of each language acts like a lens, directing speakers' attention to number in specific ways. ; 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/2027.42/124176/2/3122039.pdf Keyword: English; Japanese; Language; Lens; Numeral Learning; Plurality Marking; Russian URL: 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:3122039 https://hdl.handle.net/2027.42/124176 BASE Hide details 100 The essential child : origins of essentialism in everyday thought Gelman, Susan A.. - Oxford : Oxford Univ. Press, 2003 BLLDB UB Frankfurt Linguistik Show details Page: 1 2 3 4 5 6 7 8 9 10

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