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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 Hits 1 – 20 of 23 1 Let’s Chat: On-Screen Social Responsiveness Is Not Sufficient to Support Toddlers’ Word Learning From Video Troseth, Georgene L.; Strouse, Gabrielle A.; Verdine, Brian N.; Saylor, Megan M.. - : Frontiers Media S.A., 2018 Abstract: Joint engagement with a speaker is one cue children may use to establish that an interaction is relevant to them and worthy of attention. People on pre-recorded video cannot engage contingently with a viewer in shared experiences, possibly leading to deficits in learning from video relative to learning from responsive face-to-face encounters. One hundred and thirty two toddlers (24 and 30 months old) were offered referential social cues disambiguating a novel word’s meaning in one of four conditions: responsive live (a speaker was present and engaged with children); unresponsive video (a speaker on video looked at the camera and smiled at scripted times); unresponsive live (although present, the speaker behaved as she did on the unresponsive video), and responsive video (a speaker on closed-circuit video engaged with children, as in video chat). Children of both ages reliably learned the word in the responsive live condition, and older children (30 months) learned in the unresponsive live condition. Neither group learned in the responsive or unresponsive video conditions. The results show that the addition of communicative social cues to the video presentation via video chat was not sufficient to support learning in this case. Rather, toddlers’ transfer and generalization of words presented on video chat may depend on other contextual factors, such as co-viewers who scaffold their learning. Live, responsive video as implemented in this and prior studies is compared, with implications for the use of video chat via the Internet with young children. Keyword: Psychology URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6243085/ https://doi.org/10.3389/fpsyg.2018.02195 BASE Hide details 2 Four- and six-year-olds use pragmatic competence to guide word learning* VÁZQUEZ, MARIA D.; DELISLE, SARAH S.; SAYLOR, MEGAN M. In: Journal of child language. - Cambridge [u.a.] : Cambridge Univ. Press 40 (2013) 2, 291-306 OLC Linguistik Show details 3 Direct and indirect cues to knowledge states during word learning Carroll, C. Brooke; Saylor, Megan M. In: Journal of child language. - Cambridge [u.a.] : Cambridge Univ. Press 36 (2009) 3, 685-695 BLLDB OLC Linguistik Show details 4 Mother-infant conversation about absent things Adwar, Sean; Gallerani, Catherine M.; Saylor, Megan M. In: Language learning and development. - Philadelphia, Pa. : Taylor & Francis 5 (2009) 4, 282-293 BLLDB OLC Linguistik Show details 5 Infants' ability to parse continuous actions Hespos, Susan J.; Saylor, Megan M.; Grossman, Stacy R. In: Developmental psychology. - Richmond, Va. [u.a.] : American Psychological Association 45 (2009) 2, 575-585 BLLDB Show details 6 Audience‐Contingent Variation in Action Demonstrations for Humans and Computers Herberg, Jonathan S.; Saylor, Megan M.; Ratanaswasd, Palis... In: Cognitive science. - Hoboken, NJ : Wiley-Blackwell 32 (2008) 6, 1003-1020 OLC Linguistik Show details 7 Audience-contingent variation in action demonstrations for humans and computers Saylor, Megan M.; Wilkes, D. Mitchell; Levin, Daniel T.... In: Cognitive science. - Hoboken, NJ : Wiley-Blackwell 32 (2008) 6, 1003-1020 BLLDB OLC Linguistik Show details 8 Shining spotlights, zooming lenses, grabbing hands, and pecking chickens : the ebb and flow of attention during events Levin, Daniel T.; Saylor, Megan M. In: Understanding events (New York, 2008), p. 522-554 MPI für Psycholinguistik Show details 9 Construct validity of the MCDI-I receptive vocabulary scale can be improved: differential item functioning between toddlers with autism spectrum disorders and typically developing infants Saylor, Megan M.; Stone, Wendy; Yoder, Paul J.... In: Journal of speech, language, and hearing research. - Rockville, Md. : American Speech-Language-Hearing Association 50 (2007) 6, 1631-1638 BLLDB OLC Linguistik Show details 10 Infants interpret ambiguous requests for absent objects Saylor, Megan M.; Ganea, Patricia A. In: Developmental psychology. - Richmond, Va. [u.a.] : American Psychological Association 43 (2007) 3, 696-704 BLLDB Show details 11 Infants' use of shared linguistic information to clarify ambiguous requests Ganea, Patricia A.; Saylor, Megan M. In: Child development. - Malden, Ma. [u.a.] : Blackwell 78 (2007) 2, 493-502 BLLDB Show details 12 Preschoolers use information about speakers desires to learn new words Saylor, Megan M.; Troseth, Georgene L. In: Cognitive development. - Amsterdam [u.a.] : Elsevier Science 21 (2006) 3, 214-231 BLLDB Show details 13 Language promotes structural alignment in the acquisition of mentalistic concepts Baldwin, Dare A.; Saylor, Megan M.. - 2005 MPI für Psycholinguistik Show details 14 Discussing those not present: comprehension of references to absent caregivers Saylor, Megan M.; Baldwin, Dare A. In: Journal of child language. - Cambridge [u.a.] : Cambridge Univ. Press 31 (2004) 3, 537-560 OLC Linguistik Show details 15 Discussing those not present : comprehension of references to absent caregivers Saylor, Megan M.; Baldwin, Dare A. In: Journal of child language. - Cambridge [u.a.] : Cambridge Univ. Press 31 (2004) 3, 537-560 BLLDB Show details 16 Converging on word meaning Saylor, Megan M.; Baldwin, Dare A.; Sabbagh, Mark A. In: Weaving a lexicon. - Cambridge, Mass. [u.a.] : MIT Press (2004), 509-531 BLLDB Show details 17 converging on word meaning Saylor, Megan M.; Baldwin, Dare A.; Sabbagh, Mark A. In: Weaving a lexicon (Cambridge, 2004), p. 509-532 MPI für Psycholinguistik Show details 18 Different kinds of information affect word learning in the preschool years : the case of part-term learning Saylor, Megan M.; Sabbagh, Mark A. In: Child development. - Malden, Ma. [u.a.] : Blackwell 75 (2004) 2, 395-408 BLLDB Show details 19 Preschoolers' narrative abilities : links to knowledge attribution skills and general language competence Baird, Jodie A.; Saylor, Megan M. In: Proceedings of the ... annual Boston University Conference on Language Development (Boston, 2003), p. 84-95 MPI für Psycholinguistik Show details 20 Children use whole-part juxtaposition as a pragmatic cue to word meaning Saylor, Megan M.; Sabbagh, Mark A.; Baldwin, Dare A. In: Developmental psychology. - Richmond, Va. [u.a.] : American Psychological Association 38 (2002) 6, 993-1003 BLLDB Show details Page: 1 2

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