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Danielle Matthews [3]Danielle E. Matthews [2]
  1. Danielle Matthews, Jessica Butcher, Elena Lieven & Michael Tomasello (2012). Two- and Four-Year-Olds Learn to Adapt Referring Expressions to Context: Effects of Distracters and Feedback on Referential Communication. Topics in Cognitive Science 4 (2):184-210.
    Children often refer to things ambiguously but learn not to from responding to clarification requests. We review and explore this learning process here. In Study 1, eighty-four 2- and 4-year-olds were tested for their ability to request stickers from either (a) a small array with one dissimilar distracter or (b) a large array containing similar distracters. When children made ambiguous requests, they received either general feedback or specific questions about which of two options they wanted. With training, children learned to (...)
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  2. Danielle Matthews & Colin Bannard (2010). Children's Production of Unfamiliar Word Sequences Is Predicted by Positional Variability and Latent Classes in a Large Sample of Child‐Directed Speech. Cognitive Science 34 (3):465-488.
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  3. Danielle E. Matthews, Kurt VanLehn, Arthur C. Graesser, G. Tanner Jackson, Pamela Jordan, Andrew Olney & Andrew Carolyn P. RosAc (2007). When Are Tutorial Dialogues More Effective Than Reading? Cognitive Science: A Multidisciplinary Journal 30 (1):3-62.
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  4. Danielle E. Matthews & Anna L. Theakston (2006). Errors of Omission in English‐Speaking Children's Production of Plurals and the Past Tense: The Effects of Frequency, Phonology, and Competition. Cognitive Science 30 (6):1027-1052.
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