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Danielle Matthews [9]Danielle E. Matthews [3]
  1. Two- and Four-Year-Olds Learn to Adapt Referring Expressions to Context: Effects of Distracters and Feedback on Referential Communication.Danielle Matthews, Jessica Butcher, Elena Lieven & Michael Tomasello - 2012 - 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.  29
    Children’s Production of Unfamiliar Word Sequences Is Predicted by Positional Variability and Latent Classes in a Large Sample of Child-Directed Speech.Danielle Matthews & Colin Bannard - 2010 - Cognitive Science 34 (3):465-488.
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  3.  16
    When Are Tutorial Dialogues More Effective Than Reading?Danielle E. Matthews, Kurt VanLehn, Arthur C. Graesser, G. Tanner Jackson, Pamela Jordan, Andrew Olney & Andrew Carolyn P. RosAc - 2007 - Cognitive Science 31 (1):3-62.
  4.  15
    Errors of Omission in English‐Speaking Children's Production of Plurals and the Past Tense: The Effects of Frequency, Phonology, and Competition.Danielle E. Matthews & Anna L. Theakston - 2006 - Cognitive Science 30 (6):1027-1052.
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  5.  11
    What's New for You?: Interlocutor-Specific Perspective-Taking and Language Interpretation in Autistic and Neuro-Typical Children.Kirsten Abbot-Smith, David M. Williams & Danielle Matthews - forthcoming - Research in Autism Spectrum Disorders.
    Background: Studies have found that children with Autism Spectrum Disorder are more likely to make errors in appropriately producing referring expressions than are controls but comprehend them with equal facility. We tested whether this anomaly arises because comprehension studies have focused on manipulating perspective-taking at a ‘generic speaker’ level. Method: We compared 24 autistic eight- to eleven-year-olds with 24 well-matched neuro-typical controls. Children interpreted requests in contexts which would be ambiguous if perspective-taking were not utilized. In the interlocutor-specific perspective-taking condition, (...)
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  6.  15
    Pronoun Co-Referencing Errors: Challenges for Generativist and Usage-Based Accounts.Danielle Matthews, Elena Lieven, Anna Theakston & Michael Tomasello - 2009 - Cognitive Linguistics 20 (3).
  7.  16
    Encouraging 5-Year Olds to Attend to Landmarks: A Way to Improve Children's Wayfinding Strategies in a Virtual Environment.Jamie Lingwood, Mark Blades, Emily K. Farran, Yannick Courbois & Danielle Matthews - 2015 - Frontiers in Psychology 6.
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  8.  8
    When Are Tutorial Dialogues More Effective Than Reading?Danielle E. Matthews, Kurt VanLehn, Arthur C. Graesser, G. Tanner Jackson, Pamela Jordan, Andrew Olney & Andrew Carolyn P. RosAc - 2007 - Cognitive Science: A Multidisciplinary Journal 30 (1):3-62.
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  9.  9
    How Social Vs. Visual Perspective-Taking Determine the Interpretation of Linguistic Reference by 8-11-Year-Olds with ASD and Age-Matched Peers. [REVIEW]Kirsten Abbot-Smith, David M. Williams, Danielle Matthews, Lucy Pettifor & Nicola Vince - unknown
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