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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 29 1 Personal narrative as a ‘breeding ground’ for higher-order thinking talk in early parent-child interactions Frausel, Rebecca R.; Richland, Lindsey E.; Levine, Susan C.... In: Dev Psychol (2021) BASE Show details 2 The Origins of Higher-Order Thinking Lie in Children’s Spontaneous Talk Across the Pre-School Years Frausel, Rebecca R.; Silvey, Catriona; Freeman, Cassie... In: Cognition (2020) BASE Show details 3 Language development and brain reorganization in a child born without the left hemisphere Asaridou, Salomi S.; Demir-Lira, Ö. Ece; Goldin-Meadow, Susan... In: Cortex (2020) BASE Show details 4 Parents’ early book reading to children: Relation to children’s later language and literacy outcomes controlling for other parent language input Demir-Lira, Ö. Ece; Applebaum, Lauren R.; Goldin-Meadow, Susan. - 2019 BASE Show details 5 Number gestures predict learning of number words Gibson, Dominic J.; Gunderson, Elizabeth A.; Spaepen, Elizabet. - 2019 BASE Show details 6 Resilience in mathematics after early brain injury: The roles of parental input and early plasticity Glenn, Dana E.; Demir-Lira, Özlem Ece; Gibson, Dominic J.. - 2017 BASE Show details 7 Vocabulary, syntax, and narrative development in typically developing children and children with early unilateral brain injury: Early parental talk about the there-and-then matters Demir, Özlem Ece; Rowe, Meredith L.; Heller, Gabriella. - 2015 BASE Show details 8 New Evidence About Language and Cognitive Development Based on a Longitudinal Study: Hypotheses for Intervention Goldin-Meadow, Susan; Levine, Susan C.; Hedges, Larry V.. - 2014 BASE Show details 9 A tale of two hands: Children's early gesture use in narrative production predicts later narrative structure in speech Demir, Özlem Ece; Levine, Susan C.; Goldin-Meadow, Susan. - 2014 BASE Show details 10 Atypical signed language development: A case study of challenges with visualspatial processing Quinto-Pozos, David; Singleton, Jenny L.; Hauser, Peter C.... In: Cognitive neuropsychology. - Abingdon : Routledge, Taylor & Francis Group 30 (2013) 5, 332-359 OLC Linguistik Show details 11 What counts as effective input for word learning?* SHNEIDMAN, LAURA A.; ARROYO, MICHELLE E.; LEVINE, SUSAN C.... In: Journal of child language. - Cambridge [u.a.] : Cambridge Univ. Press 40 (2013) 3, 672-686 OLC Linguistik Show details 12 Narrative Processing in Typically Developing Children and Children with Early Unilateral Brain Injury: Seeing Gesture Matters Demir, Özlem Ece; Fisher, Joan A.; Goldin-Meadow, Susan. - 2013 BASE Show details 13 Gesturing with an Injured Brain: How Gesture Helps Children with Early Brain Injury Learn Linguistic Constructions Goldin-Meadow, Susan; Ozcaliskan, Seyda; Levine, Susan C. In: Psychology Faculty Publications (2013) BASE Show details 14 Gesturing with an injured brain: How gesture helps children with early brain injury learn linguistic constructions Özçalışkan, Şeyda; Levine, Susan C.; Goldin-Meadow, Susan. - 2013 BASE Show details 15 Gesturing with an injured brain: How gesture helps children with early brain injury learn linguistic constructions* ÖZÇALIŞKAN, ŞEYDA; LEVINE, SUSAN C.; GOLDIN-MEADOW, SUSAN... In: Journal of child language. - Cambridge [u.a.] : Cambridge Univ. Press 40 (2012) 1, 69-105 OLC Linguistik Show details 16 Oral language skills of Spanish-speaking English language learners: The impact of high-quality native language exposure GÁMEZ, PERLA B.; LEVINE, SUSAN C. In: Applied psycholinguistics. - Cambridge [u.a.] : Cambridge Univ. Press 34 (2012) 4, 673-696 OLC Linguistik Show details 17 What counts as effective input for word learning?* SHNEIDMAN, LAURA A.; ARROYO, MICHELLE E.; LEVINE, SUSAN C.. - 2012 BASE Show details 18 Children’s spatial thinking: Does talk about the spatial world matter? Pruden, Shannon M.; Levine, Susan C.; Huttenlocher, Janellen. - 2011 BASE Show details 19 Learning what children know about space from looking at their hands: The added value of gesture in spatial communication Sauter, Megan; Uttal, David H.; Alman, Amanda Schaal. - 2011 BASE Show details 20 Some types of parent number talk count more than others: Relations between parents’ input and children’s cardinal-number knowledge Gunderson, Elizabeth A.; Levine, Susan C.. - 2011 Abstract: Before they enter preschool, children vary greatly in their numerical and mathematical knowledge, and this knowledge predicts their achievement throughout elementary school (e.g., Duncan et al., 2007; Ginsburg & Russell, 1981). Therefore, it is critical that we look to the home environment for parental inputs that may lead to these early variations. Recent work has shown that the amount of number talk that parents engage in with their children is robustly related to a critical aspect of mathematical development - cardinal-number knowledge (e.g., knowing that the word “three” refers to sets of three entities; Levine, Suriyakham, Rowe, Huttenlocher, & Gunderson, 2010). The present study characterizes the different types of number talk that parents produce and investigates which types are most predictive of children’s later cardinal-number knowledge. We find that parents’ number talk involving counting or labeling sets of present, visible objects is related to children’s later cardinal-number knowledge, whereas other types of parent number talk are not. In addition, number talk that refers to large sets of present objects (i.e., sets of size 4 to 10 that fall outside children’s ability to track individual objects) is more robustly predictive of children’s later cardinal-number knowledge than talk about smaller sets. The relation between parents’ number talk about large sets of present objects and children’s cardinal-number knowledge remains significant even when controlling for factors such as parents’ socioeconomic status and other measures of parents’ number and non-number talk. Keyword: Article URL: https://doi.org/10.1111/j.1467-7687.2011.01050.x http://www.ncbi.nlm.nih.gov/pubmed/21884318 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3177161 BASE Hide details Page: 1 2

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