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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 Hits 1 – 15 of 15 1 Current & Future Research Directions in Singapore Mandarin ... Styles, Suzy. - : Open Science Framework, 2022 BASE Show details 2 Revisiting how we operationalize joint attention. Gabouer, Allison; Bortfeld, Heather. - : eScholarship, University of California, 2021 BASE Show details 3 Digital Parenting of Emerging Adults in the 21st Century Michaeline Jensen; Andrea M. Hussong; Emily Haston In: Social Sciences; Volume 10; Issue 12; Pages: 482 (2021) BASE Show details 4 The Relation Between Parent Competence and Parent-Child Interaction: Consideration of Culture Luna, Jacqueline; Zepeda, Lucy. - : University of Oregon, 2021 BASE Show details 5 Differences in Parent-Child Interaction Using Physical Toys Versus Technology Appleberry, M., 1999--. - : Northern Illinois University, 2020 BASE Show details 6 Variations in Maternal Play Behaviors Affected by Hearing Status Adazzio, Hannah. - : The Ohio State University, 2018 BASE Show details 7 Impact of a brief group intervention to enhance parenting and the home learning environment for children aged 6-36 months: A cluster randomised controlled trial Hackworth, NJ; Berthelsen, D; Matthews, J. - : Springer Verlag (Germany), 2017 BASE Show details 8 Play in Hispanic and Latino families : implications for early childhood intervention Secrist, Caitlin Hope. - 2017 BASE Show details 9 Intersubjectivity as a precursor to literacy : revisiting the home-school study of language and literacy development Warner, Jayce Richard. - 2017 BASE Show details 10 A Descriptive Study of Pragmatic Skills in the Home Environment after Childhood Traumatic Brain Injury Keck, Casey S In: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1470043710 (2016) BASE Show details 11 Parental Spatial Input During Parent-Child Interactions: A Two-Dimensional versus a Three-Dimensional Learning Experience Ho, Ariel In: Theses and Dissertations (Comprehensive) (2015) BASE Show details 12 Influence of the home literacy environment on pre-kindergarten children's emergent literacy skills Han, Jisu. - : uga, 2010 BASE Show details 13 Family Bookmaking: An Approach to Support Parent-Child Language Interactions in Natural Environments Innocenti, M. S.; Roggman, Lori A.; Ortiz, E.... In: Human Development and Family Studies Faculty Publications (2010) BASE Show details 14 Family Bookmaking: An Approach to Support Parent-Child LanguageInteractions in Natural Environments Bouye, Lisa; Innocenti, M. S.; Roggman, Lori A.... In: Human Development and Family Studies Faculty Publications (2010) BASE Show details 15 Generic Language in Parent-Child Conversations Gelman, Susan A.; Goetz, Peggy J; Sarnecka, Barbara W; Flukes, Jonathan In: Gelman, Susan A.; Goetz, Peggy J; Sarnecka, Barbara W; & Flukes, Jonathan. (2007). Generic Language in Parent-Child Conversations. Language Learning and Development, in press, in press. UC Irvine: Retrieved from: http://www.escholarship.org/uc/item/26x2f4kw (2007) Abstract: Generic knowledge concerns kinds of things (e.g., birds fly; a chair is for sitting; gold is a metal). Past research demonstrated that children spontaneously develop generic knowledge by preschool age. The present study examines when and how children learn to use the multiple devices provided by their language to express generic knowledge. We hypothesize that children assume, in the absence of specifying information or context, that nouns refer to generic kinds, as a default. Thus, we predict that (a) Children should talk about kinds from an early age. (b) Children should learn generic forms with only minimal parental scaffolding. (c) Children should recognize a variety of different linguistic forms as generic. Results from longitudinal samples of adult-child conversations support all three hypotheses. We also report individual differences in the use of generics, suggesting that children differ in their tendency to form the abstract generalizations so expressed. Keyword: generic language; language development; parent-child interactions URL: http://www.escholarship.org/uc/item/26x2f4kw BASE Hide details

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