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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 Abstract: There has been a significant increase in research in Autism Spectrum Disorders (ASD). One area in particular which remains ambiguous is why some individuals with ASD show severe language delay and/or impairment while others develop fluent language with little or no delay. The present investigation addressed the process of learning new words in order to explore possible mechanisms of language delay and impairment. The final sample included 21 toddlers with typical development, who were matched on expressive vocabulary with 21 young children with ASD. Three quasi-naturalistic tasks were administered, each using a standard research paradigm to teach the child a new word. These tasks were supplemented by standard communication and diagnostic measures. Surprisingly, there were no group differences in performance across these word learning tasks. Overall, children with ASD were as proficient as their matched typically developing counterparts, even in word learning situations which required children to use social information (e.g., gaze and facial orientation) in order to learn a new word. However, although the children with ASD were equally as skilled in learning new words, they were consistently older than their typically developing peers and had lower cognitive abilities (although they were of average intelligence). These findings indicate that some children with ASD are able to use information from social interactions to learn new words, a result which is contradictory to previous research (Baron-Cohen et al., 1997; Preissler & Carey, 2005). However, these skills are delayed in children with ASD, and these young children may need extra contextual supports in order to learn new words. The present findings have important implications for our theoretical models of the social and communication impairments in ASD, as well as for our strategies for structuring play and intervention with children on the spectrum. ; Ph.D. ; Psychology ; University of Michigan, Horace H. Rackham School of Graduate Studies ; http://deepblue.lib.umich.edu/bitstream/2027.42/55672/2/rluyster_1.pdf Keyword: Autism; Autism Spectrum Disorders; Health Sciences; Language; Psychology; Social Sciences; Word Learning URL: https://hdl.handle.net/2027.42/55672 BASE Hide 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 BASE Show 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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