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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 24 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; Goldin-Meadow, Susan; Levine, Susan C.. - 2015 Abstract: This study examines the role of a particular kind of linguistic input––talk about the past and future, pretend, and explanations, that is, talk that is decontextualized––in the development of vocabulary, syntax, and narrative skill in typically developing (TD) children and children with pre- or perinatal brain injury (BI). Decontextualized talk has been shown to be particularly effective in predicting children’s language skills, but it is not clear why. We first explored the nature of parent decontextualized talk and found it to be linguistically richer than contextualized talk in parents of both TD and BI children. We then found, again for both groups, that parent decontextualized talk at child age 30 months was a significant predictor of child vocabulary, syntax, and narrative performance at kindergarten, above and beyond the child’s own early language skills, parent contextualized talk and demographic factors. Decontextualized talk played a larger role in predicting kindergarten syntax and narrative outcomes for children with lower syntax and narrative skill at 30 months, and also a larger role in predicting kindergarten narrative outcomes for children with BI than for TD children. The difference between the two groups stemmed primarily from the fact that children with BI had lower narrative (but not vocabulary or syntax) scores than TD children. When the two groups were matched in terms of narrative skill at kindergarten, the impact that decontextualized talk had on narrative skill did not differ for children with BI and for TD children. Decontextualized talk is thus a strong predictor of later language skill for all children, but may be particularly potent for children at the lower-end of the distribution for language skill. The findings also suggest that variability in the language development of children with BI is influenced not only by the biological characteristics of their lesions, but also by the language input they receive. Keyword: Article URL: https://doi.org/10.1037/a0038476 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4307606/ http://www.ncbi.nlm.nih.gov/pubmed/25621756 BASE Hide 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 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 11 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 12 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 13 What counts as effective input for word learning?* SHNEIDMAN, LAURA A.; ARROYO, MICHELLE E.; LEVINE, SUSAN C.. - 2012 BASE Show details 14 Children’s spatial thinking: Does talk about the spatial world matter? Pruden, Shannon M.; Levine, Susan C.; Huttenlocher, Janellen. - 2011 BASE Show details 15 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 16 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 BASE Show details 17 What counts in the development of young children’s number knowledge? Levine, Susan C.; Suriyakham, Linda Whealton; Rowe, Meredith L.. - 2010 BASE Show details 18 Narrative Skill in Children with Early Unilateral Brain Injury: A Possible Limit to Functional Plasticity Demir, Özlem Ece; Levine, Susan C.; Goldin-Meadow, Susan. - 2010 BASE Show details 19 What counts in the development of young children's number knowledge? Levine, Susan C.; Suriyakham, Linda Whealton; Rowe, Meredith Lee. - : American Psychological Association (APA), 2010 BASE Show details 20 Left hemisphere regions are critical for language in the face of early left focal brain injury Raja Beharelle, Anjali; Dick, Anthony Steven; Josse, Goulven. - : Oxford University Press, 2010 BASE Show details Page: 1 2

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