12 found
Order:
  1.  11
    Accessing the Inaccessible: Redefining Play as a Spectrum.Jennifer M. Zosh, Kathy Hirsh-Pasek, Emily J. Hopkins, Hanne Jensen, Claire Liu, Dave Neale, S. Lynneth Solis & David Whitebread - 2018 - Frontiers in Psychology 9.
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  2.  10
    Fast Mapping Word Meanings Across Trials: Young Children Forget All but Their First Guess.Athulya Aravind, Jill de Villiers, Amy Pace, Hannah Valentine, Roberta Golinkoff, Kathy Hirsh-Pasek, Aquiles Iglesias & Mary Sweig Wilson - 2018 - Cognition 177:177-188.
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  3.  45
    How Toddlers Begin to Learn Verbs.Roberta Michnick Golinkoff & Kathy Hirsh-Pasek - 2008 - Trends in Cognitive Sciences 12 (10):397-403.
  4.  13
    Clauses Are Perceptual Units for Young Infants.Kathy Hirsh-Pasek, Deborah G. Kemler Nelson, Peter W. Jusczyk, Kimberly Wright Cassidy, Benjamin Druss & Lori Kennedy - 1987 - Cognition 26 (3):269-286.
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   28 citations  
  5.  9
    A Developmental Shift From Similar to Language-Specific Strategies in Verb Acquisition: A Comparison of English, Spanish, and Japanese.Mandy J. Maguire, Kathy Hirsh-Pasek, Roberta Michnick Golinkoff, Mutsumi Imai, Etsuko Haryu, Sandra Vanegas, Hiroyuki Okada, Rachel Pulverman & Brenda Sanchez-Davis - 2010 - Cognition 114 (3):299-319.
    Direct download (7 more)  
     
    Export citation  
     
    Bookmark   5 citations  
  6.  25
    Who is Crossing Where? Infants’ Discrimination of Figures and Grounds in Events.Tilbe Göksun, Kathy Hirsh-Pasek, Roberta Michnick Golinkoff, Mutsumi Imai, Haruka Konishi & Hiroyuki Okada - 2011 - Cognition 121 (2):176-195.
    Direct download (7 more)  
     
    Export citation  
     
    Bookmark   4 citations  
  7.  15
    Mise En Place: Setting the Stage for Thought and Action.Deena Skolnick Weisberg, Kathy Hirsh-Pasek, Roberta Michnick Golinkoff & Bruce D. McCandliss - 2014 - Trends in Cognitive Sciences 18 (6):276-278.
  8.  15
    Infants Discriminate Manners and Paths in Non-Linguistic Dynamic Events.Rachel Pulverman, Roberta Michnick Golinkoff, Kathy Hirsh-Pasek & Jennifer Sootsman Buresh - 2008 - Cognition 108 (3):825-830.
    Direct download (7 more)  
     
    Export citation  
     
    Bookmark   4 citations  
  9.  24
    A Change is Afoot: Emergentist Thinking in Language Acquisition.George Hollich, Kathy Hirsh-Pasek, Michael L. Tucker & R. M. Golinkoff - 2000 - In P. B. Andersen, Claus Emmeche, N. O. Finnemann & P. V. Christiansen (eds.), Downward Causation. University of Aarhus Press.
    Direct download  
     
    Export citation  
     
    Bookmark   1 citation  
  10.  3
    Crossing to the Other Side: Language Influences Children’s Perception of Event Components.Haruka Konishi, Natalie Brezack, Roberta Michnick Golinkoff & Kathy Hirsh-Pasek - 2019 - Cognition 192:104020.
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  11.  8
    The Theoretical and Methodological Opportunities Afforded by Guided Play With Young Children.Yue Yu, Patrick Shafto, Elizabeth Bonawitz, Scott C.-H. Yang, Roberta M. Golinkoff, Kathleen H. Corriveau, Kathy Hirsh-Pasek & Fei Xu - 2018 - Frontiers in Psychology 9.
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  12.  32
    Social Attention Need Not Equal Social Intention: From Attention to Intention in Early Word Learning.Kathy Hirsh-Pasek, Elizabeth Hennon, Roberta M. Golinkoff, Khara Pence, Rachel Pulverman, Jenny Sootsman, Shannon Pruden & Mandy Maguire - 2001 - Behavioral and Brain Sciences 24 (6):1108-1109.
    Bloom's eloquent and comprehensive treatment of early word learning holds that social intention is foundational for language development. While we generally support his thesis, we call into question two of his proposals: (1) that attention to social information in the environment implies social intent, and (2) that infants are sensitive to social intent at the very beginnings of word learning.
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark