Roberta Michnick Golinkoff

Roberta Michnick Golinkoff's AcademicInfluence.com Rankings

Psychology

#1095

World Rank

#1355

Historical Rank

#661

USA Rank

Educational Psychology

#84

World Rank

#91

Historical Rank

#37

USA Rank

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Psychology

Roberta Michnick Golinkoff's Degrees

PhD Psychology Cornell University
Bachelors Psychology University of Pennsylvania

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Why Is Roberta Michnick Golinkoff Influential?

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According to Wikipedia, Roberta Michnick Golinkoff holds the Unidel H. Rodney Sharp Chair in the School of Education at the University of Delaware and is also a member of the Departments of Psychological and Brain Sciences and Linguistics and Cognitive Science.

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Roberta Michnick Golinkoff's Published Works

Number of citations in a given year to any of this author's works

Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author

Published Works

Play = Learning: How Play Motivates and Enhances Children's Cognitive and Social-Emotional Growth (2006) (648)
Breaking the language barrier: an emergentist coalition model for the origins of word learning. (2000) (628)
Putting Education in “Educational” Apps (2015) (500)
The Origins of Grammar: Evidence from Early Language Comprehension (1999) (382)
Young children and adults use lexical principles to learn New Nouns (1992) (352)
Skype me! Socially contingent interactions help toddlers learn language. (2014) (349)
A Mandate for Playful Learning in Preschool: Presenting the Evidence (2008) (345)
Mommy and Me (2005) (315)
Becoming a word learner : a debate on lexical acquisition (2000) (282)
Action Meets Word: How Children Learn Verbs (1995) (278)
Once upon a Time: Parent-Child Dialogue and Storybook Reading in the Electronic Era. (2013) (276)
The Power of Play: A Pediatric Role in Enhancing Development in Young Children (2018) (270)
Automatic semantic processing in a picture-word interference task. (1975) (268)
Speaking Out for Language (2010) (266)
Deconstructing building blocks: preschoolers' spatial assembly performance relates to early mathematical skills. (2014) (265)
Guided Play: Where Curricular Goals Meet a Playful Pedagogy (2013) (252)
Language Matters: Denying the Existence of the 30-Million-Word Gap Has Serious Consequences. (2018) (228)
Contributions of executive function and spatial skills to preschool mathematics achievement. (2014) (228)
Taking shape: supporting preschoolers' acquisition of geometric knowledge through guided play. (2013) (227)
The birth of words: ten-month-olds learn words through perceptual salience. (2006) (217)
Word Learning in Infant- and Adult-Directed Speech (2011) (215)
Novel noun and verb learning in Chinese-, English-, and Japanese-speaking children. (2008) (208)
Identifying Pathways Between Socioeconomic Status and Language Development (2017) (205)
‘I beg your pardon?’: the preverbal negotiation of failed messages (1984) (205)
The origins of intentional vocalizations in prelinguistic infants. (1979) (199)
A Mandate for Playful Learning in Preschool (2008) (189)
(Baby)Talk to Me (2015) (182)
How Reading Books Fosters Language Development around the World (2012) (172)
A Comparison of Reading Comprehension Processes in Good and Poor Comprehenders. (1975) (170)
Live action: can young children learn verbs from video? (2009) (162)
Einstein Never Used Flash Cards: How Our Children Really Learn--and Why They Need to Play More and Memorize Less (2003) (161)
Conceptual split? Parents' and experts' perceptions of play in the 21st century ☆ (2008) (159)
Playing around in school: Implications for learning and educational policy. (2010) (153)
Guided Play (2016) (148)
Block Talk: Spatial Language During Block Play (2011) (146)
The Origins and Growth of Communication (1984) (142)
Measuring success: Within and cross-domain predictors of academic and social trajectories in elementary school (2019) (140)
How toddlers begin to learn verbs (2008) (134)
Children with autism illuminate the role of social intention in word learning. (2007) (124)
An image is worth a thousand words: why nouns tend to dominate verbs in early word learning. (2011) (124)
Finding the missing piece: Blocks, puzzles, and shapes fuel school readiness (2014) (123)
Talking It Up: Play, Language Development, and the Role of Adult Support. (2013) (122)
Focusing on the relation: fewer exemplars facilitate children's initial verb learning and extension. (2008) (112)
Learning on Hold: Cell Phones Sidetrack Parent-Child Interactions (2017) (112)
Decoding, semantic processing, and reading comprehension skill. (1976) (111)
I. What Does it Take to Learn a Word (2000) (107)
Infant-directed speech facilitates lexical learning in adults hearing Chinese: implications for language acquisition (1995) (105)
A Comparison of Fathers' and Mothers' Speech with Their Young Children. (1979) (104)
IV. NIH Toolbox Cognition Battery (CB): measuring language (vocabulary comprehension and reading decoding). (2013) (102)
Imageability predicts the age of acquisition of verbs in Chinese children* (2008) (101)
I. SPATIAL SKILLS, THEIR DEVELOPMENT, AND THEIR LINKS TO MATHEMATICS. (2017) (100)
Perceptual narrowing of linguistic sign occurs in the 1st year of life. (2012) (99)
A Unified Theory of Word Learning: Putting Verb Acquisition in Context (2010) (99)
An Emergentist Coalition Model for Word Learning (2000) (93)
Infants segment continuous events using transitional probabilities. (2014) (88)
Why Play = Learning: A Challenge for Parents and Educators (2006) (86)
Talking Shape: Parental Language with Electronic versus Traditional Shape Sorters. (2015) (85)
Two-year-olds readily learn multiple labels for the same basic-level category. (1994) (85)
One cow does not an animal make: young children can extend novel words at the superordinate level. (2001) (85)
Twenty-Five Years Using the Intermodal Preferential Looking Paradigm to Study Language Acquisition (2013) (84)
When is communication a ‘meeting of minds’? (1993) (84)
Young Children Extend Novel Words at the Basic Level: Evidence for the Principle of Categorical Scope. (1995) (84)
Multilingual Children: Beyond Myths and Toward Best Practices (2013) (82)
A comparison of fathers' and mothers' speech with their young chidren. (1979) (75)
Trading Spaces: Carving up Events for Learning Language (2010) (75)
Examining the Acquisition of Vocabulary Knowledge Depth among Preschool Students. (2016) (74)
The intermodal preferential looking paradigm: A window onto emerging language comprehension. (1996) (74)
Influences of vowel and tone variation on emergent word knowledge: a cross-linguistic investigation. (2014) (72)
New Insights Into Old Puzzles From Infants' Categorical Discrimination of Soundless Phonetic Units (2006) (72)
A developmental shift from similar to language-specific strategies in verb acquisition: A comparison of English, Spanish, and Japanese (2010) (71)
Language Development in the First Year of Life: What Deaf Children Might Be Missing Before Cochlear Implantation (2016) (71)
Babies Catch a Break (2011) (68)
Action Meets Word (2006) (68)
Shovels and swords: how realistic and fantastical themes affect children's word learning (2015) (65)
The language of play: developing preschool vocabulary through play following shared book-reading (2018) (64)
Novel Word Learning in Bilingual and Monolingual Infants: Evidence for a Bilingual Advantage. (2018) (63)
The perception of handshapes in American Sign Language (2005) (63)
The parent advantage in fostering children's e-book comprehension (2018) (62)
Infants discriminate manners and paths in non-linguistic dynamic events (2008) (62)
Becoming Brilliant: What Science Tells Us About Raising Successful Children (2016) (60)
Learning Landscapes: Playing the Way to Learning and Engagement in Public Spaces (2018) (60)
Baby Wordsmith (2006) (58)
II. The Emergentist Coalition Model (2000) (58)
Putting the Education Back in Educational Apps: How Content and Context Interact to Promote Learning (2017) (57)
Imagery Training and Children's Prose Learning. (1975) (57)
Guided Play: Principles and Practices (2016) (56)
New directions in Piagetian theory and practice (1981) (56)
Mise en place: setting the stage for thought and action (2014) (54)
Modeling the contribution of phonotactic cues to the problem of word segmentation. (2010) (52)
Fast mapping word meanings across trials: Young children forget all but their first guess (2018) (52)
Teaching for breadth and depth of vocabulary knowledge: Learning from explicit and implicit instruction and the storybook texts (2019) (52)
Theory of Mind: a Hidden Factor in Reading Comprehension? (2018) (51)
Action speaks louder than words: young children differentially weight perceptual, social, and linguistic cues to learn verbs. (2007) (49)
Building Vocabulary Knowledge in Preschoolers through Shared Book Reading and Gameplay. (2016) (48)
Electrophysiological Correlates of Noun–Verb Processing in Adults (1996) (48)
Why Play = Learning (2008) (47)
Young children associate novel words with complex objects rather than salient parts. (2007) (46)
Young children can extend motion verbs to point-light displays. (2002) (46)
Semantic Development in Infants: The Concepts of Agent and Recipient. (1973) (45)
Embracing complexity: rethinking the relation between play and learning: comment on Lillard et al. (2013). (2013) (45)
How Babies Talk: The Magic and Mystery of Language in the First Three Years of Life (1999) (45)
Making play work for education (2015) (44)
The Shape of Things: The Origin of Young Children’s Knowledge of the Names and Properties of Geometric Forms (2016) (44)
The Transition From Prelinguistic To Linguistic Communication (2013) (44)
A Reappraisal of Young Children’s Knowledge of Grammatical Morphemes (2001) (44)
Education in the app store: using a mobile game to support U.S. preschoolers’ vocabulary learning (2019) (43)
More than just fun: a place for games in playful learning / Más que diversión: el lugar de los juegos reglados en el aprendizaje lúdico (2017) (42)
Evaluating socioeconomic gaps in preschoolers’ vocabulary, syntax and language process skills with the Quick Interactive Language Screener (QUILS) (2020) (41)
How educational are “educational” apps for young children? App store content analysis using the Four Pillars of Learning framework (2021) (40)
Infants' Perception of Semantically Defined Action Role Changes in Filmed Events. (1975) (40)
Relationship Between Word Difficulty and Access of Single-Word Meaning by Skilled and Less Skilled Readers. (1976) (38)
Conceptual Foundations for Verb Learning: Celebrating the Event (2006) (38)
Find your manners: how do infants detect the invariant manner of motion in dynamic events? (2012) (36)
24. Meeting Children Where They Are: Adaptive Contingency Builds Early Communication Skills (2016) (36)
How do preschoolers express cause in gesture and speech? (2010) (36)
Building Semantic Networks: The Impact of a Vocabulary Intervention on Preschoolers’ Depth of Word Knowledge (2018) (35)
Plugging Into Word Learning: The Role of Electronic Toys and Digital Media in Language Development (2017) (33)
Infant categorization of path relations during dynamic events. (2013) (33)
Vacuuming with my mouth?: Children's ability to comprehend novel extensions of familiar verbs. (2009) (31)
Six Principles of Language Development: Implications for Second Language Learners (2014) (30)
Effects of Teacher-Delivered Book Reading and Play on Vocabulary Learning and Self-Regulation among Low-Income Preschool Children (2018) (29)
Preverbal infants' attention to manner and path: foundations for learning relational terms. (2013) (29)
Preschoolers Benefit Equally From Video Chat, Pseudo-Contingent Video, and Live Book Reading: Implications for Storytime During the Coronavirus Pandemic and Beyond (2020) (28)
Who is crossing where? Infants’ discrimination of figures and grounds in events (2011) (27)
Young children can extend motion verbs to point-light displays (2002) (27)
Piecing together the role of a spatial assembly intervention in preschoolers' spatial and mathematics learning: Influences of gesture, spatial language, and socioeconomic status. (2020) (25)
A long-term predictive validity study: can the CDI Short Form be used to predict language and early literacy skills four years later? (2013) (25)
The Theoretical and Methodological Opportunities Afforded by Guided Play With Young Children (2018) (25)
II. METHODS FOR LONGITUDINAL STUDY OF PRESCHOOL SPATIAL AND MATHEMATICAL SKILLS. (2017) (25)
Forces and motion: how young children understand causal events. (2013) (25)
Geometric Toys in the Attic? A Corpus Analysis of Early Exposure to Geometric Shapes. (2016) (24)
A Goal Bias in Action: The Boundaries Adults Perceive in Events Align With Sites of Actor Intent (2017) (24)
Parents' and Experts' Awareness of Learning Opportunities in Children's Museum Exhibits. (2017) (24)
Effects of Geometric Toy Design on Parent-Child Interactions and Spatial Language. (2019) (23)
Where language meets attention: How contingent interactions promote learning (2021) (22)
Current Events: How Infants Parse the World and Events for Language (2005) (22)
Introduction: Progress on the Verb Learning Front (2006) (21)
More than just a game: Transforming social interaction and STEM play with Parkopolis. (2020) (21)
The case for semantic relations: evidence from the verbal and nonverbal domains (1981) (21)
A change is afoot: emergentist thinking in language acquisition (2000) (19)
IV. RESULTS-LINKS BETWEEN SPATIAL ASSEMBLY, LATER SPATIAL SKILLS, AND CONCURRENT AND LATER MATHEMATICAL SKILLS. (2017) (19)
Play-and-learn spaces: Leveraging library spaces to promote caregiver and child interaction (2020) (19)
‘Mommy sock’: the child's understanding of possession as expressed in two-noun phrases (1980) (19)
Trends and Transitions in Language Development: Looking for the Missing Piece (1999) (19)
Beyond talk: Contributions of quantity and quality of communication to language success across socioeconomic strata. (2020) (18)
Finding events in a continuous world: A developmental account (2018) (18)
What makes communication run? Characteristics of immediate successes (1988) (16)
Playing With Ideas: Evaluating the Impact of the Ultimate Block Party, a Collective Experiential Intervention to Enrich Perceptions of Play. (2017) (16)
Urban Thinkscape: Infusing Public Spaces with STEM Conversation and Interaction Opportunities (2020) (15)
Infants ’ Nonlinguistic Processing of Motion Events : One-Year-Old English Speakers Are Interested in Manner and Path (2002) (15)
The concept of animal: One infant's view (1983) (15)
Learning Landscapes: Where the Science of Learning Meets Architectural Design (2018) (15)
Individual differences in nonlinguistic event categorization predict later motion verb comprehension. (2016) (15)
Skeletal supports for grammatical learning: what infants bring to the language learning task (1993) (15)
Home literacy environment and existing knowledge mediate the link between socioeconomic status and language learning skills in dual language learners (2021) (15)
An Eye-Tracking Study of Receptive Verb Knowledge in Toddlers. (2018) (15)
Guided Play: A Solution to the Play Versus Learning Dichotomy (2016) (15)
The Social Dimension in Language DevelopmentA Rich History and a New Frontier (2006) (14)
Young Consumers: Insight and Ideas for Responsible Marketers Emerald Article: Marketing toys without playing around (2012) (14)
Three-year-olds' spatial language comprehension and links with mathematics and spatial performance. (2020) (14)
Let the Mute Speak: What Infants Can Tell Us about Language Acquisition. (1990) (14)
Prelinguistic foundations of verb learning: Infants discriminate and categorize dynamic human actions. (2016) (13)
The Ultimate Block Party: Bridging the Science of Learning and the Importance of Play (2013) (13)
Did australopithecines (or early Homo) sling? (2004) (13)
A matter of principle: Applying language science to the classroom and beyond. (2017) (12)
Does the Owl Fly Out of the Tree or Does the Owl Exit the Tree Flying? How L2 Learners Overcome Their L1 Lexicalization Biases (2016) (12)
Processing Figures and Grounds in Dynamic and Static Events (2009) (12)
Children and Screens (2020) (12)
The Emergentist Coalition Model of Word Learning in Children Has Implications for Language in Aging (2006) (12)
Children's Discrimination of English Spelling Patterns with Redundant Auditory Information. (1974) (12)
Making the Case for Playful Learning (2018) (11)
Early Category and Concept Development: Making Sense of the Blooming, Buzzing Confusion (2004) (11)
Shape Up: An Eye-Tracking Study of Preschoolers’ Shape Name Processing and Spatial Development (2017) (10)
Carving the World for Language: How Neuroscientific Research Can Enrich the Study of First and Second Language Learning (2014) (10)
Considering Development in Developmental Disorders (2016) (10)
"Oh, the Places You'll Go" by Bringing Developmental Science Into the World! (2017) (10)
Categorization of dynamic realistic motion events: Infants form categories of path before manner. (2016) (9)
Within and Across Language Predictors of Word Learning Processes in Dual Language Learners. (2020) (8)
Dynamic Systems Theory: Reinterpreting "Prosodic Bootstrapping" and Its Role in Language Acquisition (2014) (8)
Associations of 3-year-olds’ Block-building Complexity with Later Spatial and Mathematical Skills (2020) (8)
VI. DISCUSSION AND IMPLICATIONS: HOW EARLY SPATIAL SKILLS PREDICT LATER SPATIAL AND MATHEMATICAL SKILLS. (2017) (8)
Where music meets space: Children’s sensitivity to pitch intervals is related to their mental spatial transformation skills (2016) (8)
Community-Based, Caregiver-Implemented Early Language Intervention in High-Risk Families: Lessons Learned (2019) (8)
Can a microwave heat up coffee? How English- and Japanese-speaking children choose subjects in lexical causative sentences (2015) (8)
Active learning: "Hands-on" meets "minds-on". (2021) (8)
Living in Pasteur’s Quadrant: How Conversational Duets Spark Language at Home and in the Community (2018) (8)
Sleepy vs. sleeping : preschoolers' sensitivity to morphological cues for adjectives and verbs in English and French (2010) (7)
From nounphrase ellipsis to verbphrase ellipsis: The acquisition path from context to abstract reconstruction (2010) (7)
Developer meets developmentalist: improving industry–research partnerships in children’s educational technology (2018) (7)
Beyond counting words: A paradigm shift for the study of language acquisition (2021) (7)
A WORLD OF RELATIONS Relational Words (2009) (7)
Spatial thinking: Why it belongs in the preschool classroom. (2020) (6)
Carving Categories in a Continuous World: Preverbal Infants Discriminate Categorical Changes Before Distance Changes in Dynamic Events (2012) (6)
Speaking for the wordless: Methods for studying the foundations of cognitive linguistics in infants (2007) (6)
The power of play: How spontaneous, imaginative activities lead to happier, healthier children (2008) (6)
Where Learning Meets Creativity: The Promise of Guided Play (2017) (6)
The development of causality in infancy: a symposium (1984) (6)
Emergent Cues for Early Word Learning (2013) (5)
“When I was little, I loved to play”. Describing play experiences using a community-based lens (2019) (5)
Playing with Mathematics: How Play Supports Learning and the Common Core State Standards (2016) (5)
Do toddlers have label preferences? A possible explanation for word refusals (2000) (5)
Examining the impact of children's exploration behaviors on creativity. (2021) (5)
Keeping the end in mind: Preliminary brain and behavioral evidence for broad attention to endpoints in pre-linguistic infants. (2020) (5)
Exploring the relations between child and word characteristics and preschoolers' word-learning (2021) (5)
Children’s Play, Self-Regulation, and Human-Animal Interaction in Early Childhood Learning (2017) (5)
Spatial Thinking and STEM: How Playing with Blocks Supports Early Math. (2019) (5)
Syntactic cues to the noun and verb distinction in Mandarin child-directed speech (2019) (5)
Translating cognitive science in the public square (2021) (5)
Feasibility of Computer-Administered Language Assessment (2008) (4)
Marketing toys without playing around (2012) (4)
What Does It Take To Learn A Verb? A Verb Acquisition Meta-Analysis (2006) (4)
V. RESULTS-INDIVIDUAL DIFFERENCE FACTORS IN SPATIAL AND MATHEMATICAL SKILLS. (2017) (4)
Advances in Pediatric Hearing Loss: A Road to Better Language Outcomes (2017) (4)
Methods for Studying Language in Infants: Back to the Future (2012) (4)
From Coo to Code: A Brief Story of Language Development (2013) (4)
Questions in a Life‐Sized Board Game: Comparing Caregivers' and Children's Question‐Asking across STEM Museum Exhibits (2021) (4)
Enhancing spatial skills of preschoolers from under-resourced backgrounds: A comparison of digital app vs. concrete materials. (2021) (4)
Any way the wind blows: Children's inferences about force and motion events. (2019) (4)
Children and parents' physiological arousal and emotions during shared and independent e-book reading: A preliminary study (2022) (3)
Hypothesis 1: Are Children Sensitive to Multiple Cues for Word Learning? (2000) (3)
One. What Happened to Playful Learning in Preschool (2008) (3)
King Solomon's take on word learning: an integrative account from the radical middle. (2008) (3)
Making Play Work for Education: Research Demonstrates That Guided Play Can Help Preschool Children Prepare for Reading and Math Better Than Free Play and Direct Instruction Alone (2015) (3)
Breaking the word barrier: How infants learn their first words (1998) (3)
Put Your Data to Use: Entering the Real World of Children and Families (2019) (3)
A World of Relations (2010) (3)
Assessing dual language learners of Spanish and English: Development of the QUILS: ES (2021) (2)
Stakeholder Perceptions of the Effects of a Public School-Based Theatre Program for Children with ASD (2019) (2)
Foundations of Language Development in Deaf and Hard-of-Hearing Infants (2020) (2)
Linguistic Input Directs Infants' Attention to Facilitate Word Learning (2006) (2)
The Origins and Growth of Communications (1985) (2)
Chapter 12. Event perception and language learning: Early interactions between language and thought (2017) (2)
Late Japanese Bilinguals’ Novel Verb Construal* (2016) (2)
Young Mandarin Learners Use Function Words to Distinguish between Nouns and Verbs. (2019) (2)
Tuned in: Musical rhythm and social skills in adults (2019) (2)
Parents' views of the benefits claimed in educational toy advertising (2008) (2)
What's in a distraction? The effect of parental cell phone use on parents' and children's question-asking. (2021) (2)
Using Verb Extension to Gauge Children’s Verb Meaning Construals: The Case of Chinese (2021) (2)
The Influence of Exemplar Variability on Young Children’s Construal of Verb Meaning (2022) (1)
Crossing to the other side: Language influences children’s perception of event components (2019) (1)
Playing for the Future: Redefining Early Childhood Education (2019) (1)
Names for things . . . and actions and events: Following in the footsteps of Roger Brown. (2017) (1)
Speaking for the wordless (2007) (1)
Contingent conversations build more than language: How communicative interactions in toddlerhood relate to preschool executive function skills. (2022) (1)
Point-Light Displays Illuminate the Abstract Nature of Children's Motion Verb Representations (2000) (1)
Reading in the digital age (2019) (1)
Peter W. Jusczyk, The discovery of spoken language. Cambridge MA: MIT Press, 1997. Pp. 314. (1998) (1)
Novel word learning at 21 months predicts receptive vocabulary outcomes in later childhood. (2019) (1)
Classification accuracy of the Quick Interactive Language Screener for preschool children with and without developmental language disorder. (2022) (1)
Playful Learning Landscapes Promoting Literacy Through Youth Engagement and Culturally Relevant Design (2022) (1)
Portrait of early science education in majority dual language learner classrooms: Where do we start? (2021) (1)
Less is more in verb learning: Fewer exemplars facilitate novel verb extension (2006) (0)
Theory of Mind: a Hidden Factor in Reading Comprehension? (2018) (0)
Mapping lexical space (1984) (0)
Erratum to: Chapter 5 Guided Play: A Solution to the Play Versus Learning Dichotomy (2016) (0)
III. RESULTS-CONSIDERING THE 2-D AND 3-D TRIALS OF THE TOSA SEPARATELY AND TOGETHER. (2017) (0)
Social attention need not equal social intention: From attention to intention in early word learning (2001) (0)
Examining the Acquisition of VocabularyKnowledge Depth AmongPreschool Students (2016) (0)
Have four module and eat it too! (1991) (0)
“Why Are There Big Squares and Little Squares?” (2020) (0)
G. Wells, Language development in the pre-school years . Cambridge: C.U.P., 1985. Pp. 484. (1987) (0)
Göksun, T., Hirsh-Pasek, K., & Golinkoff, R. M. (2009, forthcoming). Processing figures and grounds in dynamic and static events. Proceedings of the 33 rd Annual Boston University Conference on Language Development. Somerville, MA: Cascadilla Press. (2009) (0)
Surveying the Field of Language Acquisition. (2000) (0)
Beyond Translation: Caregiver Collaboration in Adapting an Early Language Intervention (2021) (0)
VI. Is 12‐Month‐Old Word Learning Domain‐General, Socially Determined, or Emergent? (2000) (0)
Playing with Words: Using Playful Learning Experiences in the Early Childhood Classroom to Build Vocabulary (2023) (0)
Cascades in language acquisition: Re-thinking the linear model of development. (2023) (0)
V. Volterra & C. J. Erting (eds), From gesture to language in hearing and deaf children . Berlin: Springer-Verlag; 1990. Pp. xv + 335. (1994) (0)
Don't throw out directives!: Reinterpreting the relationship between language input and output (1996) (0)
Pointing to success: Caregivers’ beliefs about intelligence matter in their interactions with children1 (2019) (0)
Infant Word Learning and Emerging Syntax (2020) (0)
Reviewers 2020 (2020) (0)
A Commentary on Werker (2017): Limitations of the laboratory and the role of variability in language learning (2018) (0)
JEAN MATTER MANDLER, The foundations of mind. New York: Oxford University Press, 2004. Pp. 359. ISBN 0-19-517200-0. (2005) (0)
Language Acquisition (1983) (0)
Two. The Evidence for Playful Learning in Preschool (2008) (0)
Leslie Rescorla (1945-2020). (2021) (0)
Language Development: Overview (2020) (0)
"Languagizing" Their World: Why Talking, Reading, and Singing Are So Important. (2017) (0)
From the SelectedWorks of Meryl Gardner 2012 Marketing Toys without Playing Around . pdf (2017) (0)
A Developing Developmental Theory: Jean Piaget's Ideas, 1965-1980. (1982) (0)
What makes communication run?: Characteristics of successful communicative episodes (1986) (0)
Bringing playful learning to South Korea: An alternative pedagogical approach to promote children's learning and success (2023) (0)
Preschool Teachers' Fidelity in Implementing a Vocabulary Intervention (2022) (0)
On the Beaten Path: Multiple Cues Converge to Make Verb Learning Easier in Spanish (2006) (0)
Four. Recommendations for Policy and Practice (2008) (0)
New Word Definition Test—Modified (2017) (0)
The Role Classifiers Play in Selecting the Referent of a Word (2023) (0)
Changes in the young child's construal of object words (1996) (0)
Papers to Appear in Forthcoming Issues (1996) (0)
Cognitive Development in Digital Contexts (2017) (0)
Author ' s personal copy How toddlers begin to learn verbs (2008) (0)
Sensitivity to visual cues within motion events in monolingual and bilingual infants. (2022) (0)
Tumbling over the Edge: A Rant for Children's Play (2005) (0)
Test of Spatial Assembly (2021) (0)
Are Preschoolers Creative? (2021) (0)
Language influences attention to Japanese event components in native English-speaking 21- to 24-month-olds (2016) (0)
From the Lab to the Living Room: Stories That Talk the Talk and Walk the Walk (2007) (0)
Language Acquisition in Childhood (2008) (0)
Making schools work: An equation for active playful learning (2023) (0)
From green to turquoise: Exploring age and socioeconomic status in the acquisition of color terms (2022) (0)
Test of Spatial Assembly--2-Dimensional Version (2021) (0)

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