Zobrazeno 1 - 10
of 15
pro vyhledávání: '"Emily B Prince"'
A year in words: The dynamics and consequences of language experiences in an intervention classroom.
Autor:
Lynn K Perry, Emily B Prince, Adriana M Valtierra, Camila Rivero-Fernandez, Mary Anne Ullery, Lynne F Katz, Brett Laursen, Daniel S Messinger
Publikováno v:
PLoS ONE, Vol 13, Iss 7, p e0199893 (2018)
Children from low SES backgrounds hear, on average, fewer words at home than those from high SES backgrounds. This word gap is associated with widening achievement differences in children's language abilities and school readiness. However relatively
Externí odkaz:
https://doaj.org/article/1775c7afe2d74021800b411507c5cb16
Autor:
Samantha G. Mitsven, Ronald Seifer, Emily B. Prince, Daniel S. Messinger, Stephen J. Sheinkopf, Barry M. Lester, Edward Z. Tronick, Elena J. Tenenbaum
Publikováno v:
Dev Sci
Infant attachment is a key predictor of later socioemotional functioning, but it is not clear how parental responsivity to infant expressive behavior is associated with attachment outcomes. A mid-range model of responsivity holds that both unresponsi
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::dbb430425ba83680b191cf6dd6fd81f8
https://europepmc.org/articles/PMC9012671/
https://europepmc.org/articles/PMC9012671/
Publikováno v:
Dev Sci
Autor:
Samantha G. Mitsven, Brett Laursen, Udo Rudolph, Shengda Huang, Daniel S. Messinger, Katherine B. Martin, Lynn K. Perry, Minzhang Zheng, Chaoming Song, Tanja Stölzel, Neil F. Johnson, Emily B. Prince
Publikováno v:
International Journal of Behavioral Development. 43:263-270
Human observations can only capture a portion of ongoing classroom social activity, and are not ideal for understanding how children’s interactions are spatially structured. Here we demonstrate how social interaction can be investigated by modeling
Autor:
Emily B. Prince, Arridhana Ciptadi, Yudong Tao, Agata Rozga, Daniel S. Messinger, James M. Rehg, Katherine B. Martin
Publikováno v:
Infant behaviordevelopment. 63
Infant attachment is a critical indicator of healthy infant social-emotional functioning, which is typically measured using the gold-standard Strange Situation Procedure (SSP). However, expert-based attachment classifications from the SSP are time-in
Publikováno v:
Developmental Science. 23
Although difficulties with social relationships are key to autism spectrum disorder (ASD), no previous study has examined infant attachment security prior to ASD diagnosis. We prospectively assessed attachment security at 15 months in high-risk infan
Autor:
Emily B. Prince, Daniel S. Messinger, Jason S. Nomi, Taylor Bolt, Lucina Q. Uddin, Maria M. Llabre
Publikováno v:
NeuroImage. 165:158-169
Brain-behavior associations in fMRI studies are typically restricted to a single level of analysis: either a circumscribed brain region-of-interest (ROI) or a larger network of brain regions. However, this common practice may not always account for t
Autor:
Nir Giladi, Emily B. Prince, Neta Yitzhak, Katherine B. Martin, Hillel Aviezer, Tanya Gurevich, Daniel S. Messinger
Publikováno v:
Emotion. 17:1187-1198
According to dominant theories of affect, humans innately and universally express a set of emotions using specific configurations of prototypical facial activity. Accordingly, thousands of studies have tested emotion recognition using sets of highly
Autor:
Samantha G. Mitsven, Emily B. Prince, Daniel S. Messinger, Camila Rivero-Fernández, Yeojin Amy Ahn, Lei Sun
Publikováno v:
Handbook of Emotional Development ISBN: 9783030173319
Happiness and joy involve feelings of positive engagement which are prototypically expressed through the face, voice, and body. Joyful smiles tend to be strong and involve both eye constriction (the Duchenne marker) and mouth opening. Through approxi
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3719d483227a8983eefada0e8566cdfc
https://doi.org/10.1007/978-3-030-17332-6_8
https://doi.org/10.1007/978-3-030-17332-6_8
Autor:
Daniel S. Messinger, Lynne Katz, Emily B. Prince, Brett Laursen, Adriana M. Valtierra, Lynn K. Perry, Camila Rivero-Fernández, Mary Anne Ullery
Publikováno v:
PLoS ONE
PLoS ONE, Vol 13, Iss 7, p e0199893 (2018)
PLoS ONE, Vol 13, Iss 7, p e0199893 (2018)
Children from low SES backgrounds hear, on average, fewer words at home than those from high SES backgrounds. This word gap is associated with widening achievement differences in children's language abilities and school readiness. However relatively