about
Young Children Learning from Touch Screens: Taking a Wider ViewWhat paradox? Referential cues allow for infant use of phonetic detail in word learning.Words (but not tones) facilitate object categorization: evidence from 6- and 12-month-olds.Listen up! Speech is for thinking during infancy.What the [beep]? Six-month-olds link novel communicative signals to meaningMeaning from syntax: evidence from 2-year-oldsSlowly but Surely: Adverbs Support Verb Learning in 2-Year-OldsGrammatical form and semantic context in verb learning.Learning from infants' first verbs.Linking language and categorization in infancy.Early word-learning entails reference, not merely associations.Commentary on special section: deficit or difference? Interpreting diverse developmental paths.When humans become animals: Development of the animal category in early childhood.Language and conceptual development.What infants know about syntax but couldn't have learned: experimental evidence for syntactic structure at 18 months.Object names and object functions serve as cues to categories for infants.Specifying the scope of 13-month-olds' expectations for novel wordsA little labeling goes a long way: Semi-supervised learning in infancy
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P50
description
researcher ORCID ID = 0000-0002-5009-2068
@en
wetenschapper
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name
Sandra R Waxman
@ast
Sandra R Waxman
@en
Sandra R Waxman
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Sandra R Waxman
@nl
type
label
Sandra R Waxman
@ast
Sandra R Waxman
@en
Sandra R Waxman
@es
Sandra R Waxman
@nl
prefLabel
Sandra R Waxman
@ast
Sandra R Waxman
@en
Sandra R Waxman
@es
Sandra R Waxman
@nl
P106
P21
P31
P496
0000-0002-5009-2068