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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 – 12 of 12 1 The profile of real-time competition in spoken and written word recognition: More similar than different ... Hendrickson, Kristi; Apfelbaum, Keith; Goodwin, Claire. - : SAGE Journals, 2021 BASE Show details 2 The profile of real-time competition in spoken and written word recognition: More similar than different ... Hendrickson, Kristi; Apfelbaum, Keith; Goodwin, Claire. - : SAGE Journals, 2021 BASE Show details 3 The organization of words and environmental sounds in the 2(nd) year: Behavioral and Electrophysiological evidence Hendrickson, Kristi; Love, Tracy; Walenski, Matthew. - 2018 BASE Show details 4 Proceedings of the 41th Annual Boston University Conference on Language Development [held November 4-6, 2016, in Boston] 1. 1 DeAnda, Stephanie; Hendrickson, Kristi; Zesiger, Pascal... In: 1 (2017), S. 199-207 Leibniz-Zentrum Allgemeine Sprachwissenschaft Show details 5 Assessing a continuum of lexical–semantic knowledge in the second year of life: A multimodal approach Hendrickson, Kristi; Poulin-Dubois, Diane; Zesiger, Pascal. - 2017 BASE Show details 6 Lexical Access in the Second Year: a Study of Monolingual and Bilingual Vocabulary Development* DeAnda, Stephanie; Hendrickson, Kristi; Zesiger, Pascal. - 2017 BASE Show details 7 Lexical access in the second year: A cross-linguistic study of monolingual and bilingual vocabulary development DeAnda, Stephanie; Hendrickson, Kristi; Zesiger, Pascal... In: DeAnda, Stephanie; Hendrickson, Kristi; Zesiger, Pascal; Poulin-Dubois, Diane; & Friend, Margaret. (2016). Lexical access in the second year: A cross-linguistic study of monolingual and bilingual vocabulary development. UC San Diego: Department of Linguistics, UCSD. Retrieved from: http://www.escholarship.org/uc/item/695597dn (2016) BASE Show details 8 Early auditory-semantic integration and organization: Behavioral and Electrophysiological Evidence Hendrickson, Kristi. - : eScholarship, University of California, 2016 In: Hendrickson, Kristi. (2016). Early auditory-semantic integration and organization: Behavioral and Electrophysiological Evidence. UC San Diego: Lang&CommDisorders (JtDoc/SDSU). Retrieved from: http://www.escholarship.org/uc/item/8nw2j79q (2016) BASE Show details 9 Looking and touching: what extant approaches reveal about the structure of early word knowledge Hendrickson, Kristi; Mitsven, Samantha; Poulin-Dubois, Diane... In: ISSN: 1363-755X ; Developmental Science, Vol. 18, No 5 (2015) pp. 723-735 (2015) BASE Show details 10 The organization of words and environmental sounds in memory☆ Hendrickson, Kristi; Walenski, Matthew; Friend, Margaret. - 2015 BASE Show details 11 Looking and touching: What extant approaches reveal about the structure of early word knowledge Hendrickson, Kristi; Mitsven, Samantha; Poulin-Dubois, Diane. - 2014 BASE Show details 12 Quantifying the Relationship Between Infants’ Haptic and Visual Response to Word-Object Pairings Hendrickson, Kristi; Friend, Margaret. - 2013 Abstract: The use of visual and haptic measures as proxies for underlying cognitive abilities has a rich history in infant development research, and perhaps none more so than studies of early vocabulary comprehension. Although visual and haptic measures have displayed long-term predictive value, it remains unclear whether visual attention and haptic responses are analogous and substitutable measures of lexical knowledge. The goal of the current study was to assess the bidirectional relationship between vision and action, and to evaluate the underlying word representations that guide infants’ visual and haptic responses. Two measures of visual attention, one macro-level (look accuracy) and one micro-level (proportion of gaze shifts), were measured concurrently with haptic performance during an intermodal word comprehension task. During the task, infants were presented with two images simultaneously on a touchscreen and asked to touch one of the images. Results revealed a somewhat discrepant view on how visual attention relates to haptic performance. Specifically, during trials where an incorrect haptic response was performed, looking-time was significantly greater to the incorrect visual referent, however infants displayed a more sophisticated visual attention style (greater proportion of gaze shifts) known to predict later intellectual functioning. Conversely, during trials where infants failed to perform a haptic response, looking-time to the target was significantly greater than chance however, infants performed significantly fewer gaze shifts. These results will help bridge the gap between literatures that use different response modalities and provide insight on the nature of children’s developing knowledge about words. Keyword: Article URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4213854 BASE Hide details

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