Zobrazeno 1 - 10
of 38
pro vyhledávání: '"Haley A. Vlach"'
Publikováno v:
Cognitive Research, Vol 8, Iss 1, Pp 1-18 (2023)
Abstract The present study examined adults’ understanding of children’s early word learning. Undergraduates, non-parents, parents, and Speech-Language Pathologists (N = 535, 74% female, 56% White) completed a survey with 11 word learning principl
Externí odkaz:
https://doaj.org/article/b53e7e282a7d4409bb2b5fe43029d1a1
Autor:
Emma Lazaroff, Haley A. Vlach
Publikováno v:
Frontiers in Psychology, Vol 13 (2022)
Children ask many questions, but do not always receive answers to the questions they ask. We were interested in whether the act of generating questions, in the absence of an answer, is related to children’s later thinking. Two experiments examined
Externí odkaz:
https://doaj.org/article/e2a7a85cba10492c923c3b5171e32839
Autor:
Catherine A. Bredemann, Haley A. Vlach
Publikováno v:
Frontiers in Psychology, Vol 12 (2021)
Children frequently apply a novel label to a novel object, a behavior known as the mutual exclusivity bias (MEB). This study examined how MEB affects children’s retention for word mappings. In Experiment 1, preschoolers (N = 39; Mage = 46.62 months
Externí odkaz:
https://doaj.org/article/57aa1b6caca94e5194a8aad8ad2499e2
Publikováno v:
Journal of Applied Research in Memory and Cognition. 11:361-373
Autor:
Melina L. Knabe, Haley A. Vlach
Publikováno v:
Journal of Applied Research in Memory and Cognition. 9:447-454
The spacing effect is one of the most robust and replicable phenomena in psychological science, and holds promise for improving children's learning outcomes in educational settings. However, there is a striking limitation in the literature: very few
Publikováno v:
Handbook of Research on Innovative Approaches to Early Childhood Development and School Readiness ISBN: 9781799886495
Researchers have historically focused on characterizing vocabulary development in infants and toddlers. However, less is known about the vocabulary composition of children entering formal schooling. The authors propose that a critical next step in un
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::98e1f7af060a3dbf28c6c472a952ba04
https://doi.org/10.4018/978-1-7998-8649-5.ch006
https://doi.org/10.4018/978-1-7998-8649-5.ch006
Autor:
Melina L. Knabe, Haley A. Vlach
Publikováno v:
First Language. 40:592-595
Ambridge argues that there is widespread agreement among child language researchers that learners store linguistic abstractions. In this commentary the authors first argue that this assumption is incorrect; anti-representationalist/exemplar views are
Autor:
Emma Lazaroff, Haley A. Vlach
Publikováno v:
Journal of experimental child psychology. 221
Science achievement gaps are a persistent social issue and are largely explained by individual differences in science knowledge before formal schooling. We were interested in whether children's science vocabulary relates to these differences in scien
Publikováno v:
J Exp Child Psychol
Children’s early language knowledge—typically assessed using standardized word comprehension tests or through parental reports—has been positively linked to a variety of later outcomes, from reasoning tests to academic performance to income and
Autor:
Christian K. Tamnes, Emily M. Elliott, Stefanie Hoehl, Taran Y. Blakstvedt, Meg Attwood, Christopher Jarrold, Thomas Ostermann, David Moreau, Jan Phillip Röer, Eivor Fredriksen, Tanya Joseph, Christina Schonberg, Gerhard Büttner, Stephanie Jeanneret, Beatrice Valentini, Eryn J. Adams, Shari Cave, Sebastian Poloczek, Bret A. Glass, Nelson Cowan, Martin Voracek, Francesca Padovani, Thomas Castelain, Christopher Koch, Stefen Beeler-Duden, Büşra Bayram, Alexis Hosch, Martin J. Tomasik, Davide Crepaldi, Evie Vergauwe, Haley A. Vlach, Gary Lupyan, Amalia McDonald, Jarosław R. Lelonkiewicz, Candice C. Morey, Grace Meissner, Dominic Guitard, Asil Ali Özdoğru, Whitney Mendenhall, Andrew J. Graves, Angela M. AuBuchon
Publikováno v:
Elliot, E, Morey, C C, AuBuchon, A, Cowan, N, Jarrold, C R, Adams, E, Attwood, M, Bayram, B, Beeler-Duden, S, Blakstvedt, T, Büttner, G, Castelain, T, Cave, S, Crepaldi, D, Fredriksen, E, Glass, B, Graves, A, Guitard, D, Hoehl, S, Hosch, A, Jeanneret, S, Joseph, T, Koch, C, Lelonkiewicz, J, Lupyan, G, McDonald, A, Meissner, G, Mendenhall, W, Moreau, D, Ostermann, T, Özdoğru, A, Padovani, F, Poloczek, S, Röer, J, Schonberg, C, Tamnes, C, Tomasik, M, Valentini, B, Vergauwe, E, Vlach, H & Voracek, M 2021, ' Multilab Direct Replication of Flavell, Beach, and Chinsky (1966) : Spontaneous verbal rehearsal in a memory task as a function of age ', Advances in Methods and Practices in Psychological Science, vol. 4, no. 2 . https://doi.org/10.1177/25152459211018187
Work by Flavell, Beach, and Chinsky indicated a change in the spontaneous production of overt verbalization behaviors when comparing young children (age 5) with older children (age 10). Despite the critical role that this evidence of a change in verb
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::fe3303fba56aa71983c0e5851d1fa809
https://orca.cardiff.ac.uk/id/eprint/139444/3/25152459211018187.pdf
https://orca.cardiff.ac.uk/id/eprint/139444/3/25152459211018187.pdf