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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 21 1 How Spanish speakers express norms using generic person markers Salvador, Cristina E.; Orvell, Ariana; Kross, Ethan... In: Psychology Faculty Research and Scholarship (2022) BASE Show details 2 Children's Evaluations of Interlocutors in Foreigner Talk Contexts Labotka, Danielle. - 2020 BASE Show details 3 Children, Object Value, and Persuasion Gelman, Susan A.; Echelbarger, Margaret E.. - : Wiley Periodicals, Inc., 2019. : Norton, 2019 BASE Show details 4 Linguistic Shifts: Examining the Effects of `Distanced Self-Talk' and `Generic-You' on the Construction of Meaning Orvell, Ariana. - 2019 BASE Show details 5 Speaking Places: Language, Mind, and Environment in the Ancash Highlands (Peru) Shapero, Joshua. - 2017 BASE Show details 6 My Heart Made Me Do It: Children’s Essentialist Beliefs About Heart Transplants Meyer, Meredith; Gelman, Susan A.; Roberts, Steven O.. - : Oxford University Press, 2017. : Wiley Periodicals, Inc., 2017 BASE Show details 7 A Bilingual Advantage? The Functional Organization of Linguistic Competition and Attentional Networks in the Bilingual Developing Brain Arredondo, Maria. - 2017 Abstract: Early life experiences are thought to alter children’s cognition and brain development, yet the precise nature of these changes remains largely unknown. Research has shown that bilinguals’ languages are simultaneously active, and their parallel activation imposes an increased demand for attentional mechanisms even when the intention is to use one of their languages (cf. Kroll & Bialystok, 2013). Theoretical frameworks (Adaptive Control hypothesis; Green & Abutalebi, 2013) propose that daily demands of dual-language experiences impact the organization of neural networks. To test this hypothesis, this dissertation used functional Near-Infrared Spectroscopy (fNIRS) to image brain regions in young monolingual and bilingual children (53 English monolinguals, 40 Spanish-English bilinguals; ages 7-9) while they performed a verbal attention task assessing phonological interference and a non-verbal attention task assessing attentional networks. The results did not reveal differences in behavioral performance between bilinguals and monolinguals, however, the neuroimaging findings revealed three critical differences between the groups: (i) bilingual children engaged less brain activity in left frontal regions, than monolinguals, when managing linguistic competitors in one language thus suggesting efficient processing; (ii) bilinguals showed overall greater brain activity, than monolinguals, in left fronto-parietal regions for attentional networks (i.e., alerting, orienting, and executive); and (iii) bilinguals’ brain activity in left fronto-parietal regions during the Executive attentional network was associated with better language abilities. Taken together, these findings suggest that attentional mechanisms and language processes both interact in bilinguals’ left fronto-parietal regions to impact the dynamics of brain plasticity during child development. This work informs neuro-cognitive theories on how early life experiences such as bilingualism impact brain development and plasticity. ; PHD ; Psychology ; University of Michigan, Horace H. Rackham School of Graduate Studies ; https://deepblue.lib.umich.edu/bitstream/2027.42/136988/1/mmarre_1.pdf Keyword: attention; bilingualism; brain development; child development; cognitive development; Psychology; Social Sciences URL: https://hdl.handle.net/2027.42/136988 BASE Hide details 8 Individual Differences in Children's and Parents' Generic Language Gelman, Susan A.; Ware, Elizabeth A.; Kleinberg, Felicia. - : Wiley Periodicals, Inc., 2014. : University of Chicago Press, 2014 BASE Show details 9 Breaking Through the Traditional Second Language Learning Model-- Exploring Different Exposure Approaches for Learners of Different Ages. Chen, Jie. - 2013 BASE Show details 10 Essentialist Beliefs About Bodily Transplants in the United States and India Meyer, Meredith; Leslie, Sarah‐jane; Gelman, Susan A.. - : Addison‐Wesley, 2013. : Wiley Periodicals, Inc., 2013 BASE Show details 11 Do Lions Have Manes? For Children, Generics Are About Kinds Rather Than Quantities Brandone, Amanda C.; Cimpian, Andrei; Leslie, Sarah‐jane. - : Blackwell Publishing Ltd, 2012. : Wiley Periodicals, Inc., 2012 BASE Show details 12 Domains and naïve theories Gelman, Susan A.; Noles, Nicholaus S.. - : John Wiley & Sons, Inc., 2011 BASE Show details 13 Child categorization Gelman, Susan A.; Meyer, Meredith. - : John Wiley & Sons, Inc., 2011 BASE Show details 14 Word Learning in Children with Autism Spectrum Disorder. Luyster, Rhiannon J.. - 2007 BASE Show details 15 Learning and Interpreting Words for Kinds: Adults' and Children's Understanding of Generic Language. Hollander, Michelle A.. - 2007 BASE Show details 16 Conceptual and Linguistic Factors in Children's Memory for Causal Expressions Byrnes, James P.; Gelman, Susan A.. - : Sage Publications, 1990 BASE Show details 17 Conceptual and lexical hierarchies in young children Gelman, Susan A.; Wilcox, Sharon A.; Clark, Eve V.. - : Elsevier, 1989 BASE Show details 18 The Development of Pragmatic Differentiation Skills in Preschool-Aged Bilingual Children. Tare, Medha P. BASE Show details 19 So It Is, So It Shall Be: Group Regularities and Prescriptive Judgments Roberts, Steven BASE Show details 20 Developing and Refining Instruments and Methods for Diagnostic and Language Assessment of Young Children with Autism Spectrum Disorders (ASD). Kim, So Hyun BASE Show details Page: 1 2

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