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Articles 1 - 9 of 9
Full-Text Articles in Psychology
Size Vs. Number: Assigning Number Words To Discrete And Continuous Quantities, Emily Slusser, Patrick Cravalho
Size Vs. Number: Assigning Number Words To Discrete And Continuous Quantities, Emily Slusser, Patrick Cravalho
Faculty Research, Scholarly, and Creative Activity
No abstract provided.
An Investigation Of Word Learning In The Presence Of Gaze: Evidence From School-Age Children With Typical Development Or Autism Spectrum Disorder, Janet Y. Bang, Aparna S. Nadig
An Investigation Of Word Learning In The Presence Of Gaze: Evidence From School-Age Children With Typical Development Or Autism Spectrum Disorder, Janet Y. Bang, Aparna S. Nadig
Faculty Research, Scholarly, and Creative Activity
Little is understood about how children attend to and learn from gaze when learning new words, and whether gaze confers any benefits beyond word mapping. We examine whether 6- to 11-year-old typically-developing children (n = 43) and children with Autism Spectrum Disorder (n = 25) attend to and learn with gaze differently from another directional cue, an arrow cue. An eye-tracker recorded children’s attention to videos while they were taught novel words with a gaze cue or an arrow cue. Videos included objects when they were static or when they were manipulated to demonstrate the object’s function. Word learning was …
Language Nutrition For Language Health In Children With Disorders: A Scoping Review, Janet Y. Bang, Aubrey S. Adiao, Virginia A. Marchman, Heidi M. Feldman
Language Nutrition For Language Health In Children With Disorders: A Scoping Review, Janet Y. Bang, Aubrey S. Adiao, Virginia A. Marchman, Heidi M. Feldman
Faculty Research, Scholarly, and Creative Activity
The quantity and quality of child-directed speech—language nutrition—provided to typically-developing children is associated with language outcomes—language health. Limited information is available about child-directed speech to children at biological risk of language impairments. We conducted a scoping review on caregiver child-directed speech for children with three clinical conditions associated with language impairments—preterm birth, intellectual disability, and autism—addressing three questions: (1) How does child-directed speech to these children differ from speech to typically-developing children? (2) What are the associations between child-directed speech and child language outcomes? (3) How convincing are intervention studies that aim to improve child-directed speech and thereby facilitate children’s …
Counting And Basic Numerical Skills, Emily Slusser
Counting And Basic Numerical Skills, Emily Slusser
Faculty Publications
The following chapter outlines a typical developmental trajectory of children’s early number knowledge and counting skills. Using a series of anecdotal demonstrations of a young child’s emergent knowledge as a guide, the chapter first outlines the conceptual and procedural building blocks for counting and basic numerical skills (Section 4.1 and 4.2), proceeds to an extended discussion of major conceptual achievements in counting (Section 4.3), and concludes with a review of our emerging understanding on how to best support and facilitate the development of these skills (Section 4.4). Throughout each of these sections, seminal studies are discussed to more clearly demonstrate …
Parental Input To Children With Asd And Its Influence On Later Language, Aparna Nadig, Janet Bang
Parental Input To Children With Asd And Its Influence On Later Language, Aparna Nadig, Janet Bang
Faculty Research, Scholarly, and Creative Activity
In this chapter, we review evidence on parental input to children with autism spectrum disorder (ASD), moving from quantitative measures of linguistic features to qualitative measures of interaction. First, we examine lexical and syntactic features (e.g., number of utterances, mean length of utterance [MLU]) in the input provided to children with ASD compared with TD [typically developing] children matched on language level. Second, we turn to work on parental responsiveness, or the tendency to provide verbal or gestural input in sync with the child’s focus of attention, and how this compares across dyads including a child with ASD or a …
Learning Language In Autism: Maternal Linguistic Input Contributes To Later Vocabulary, Janet Bang, Aparna Nadig
Learning Language In Autism: Maternal Linguistic Input Contributes To Later Vocabulary, Janet Bang, Aparna Nadig
Faculty Research, Scholarly, and Creative Activity
It is well established that children with typical development (TYP) exposed to more maternal linguistic input develop larger vocabularies. We know relatively little about the linguistic environment available to children with autism spectrum disorders (ASD), and whether input contributes to their later vocabulary. Children with ASD or TYP and their mothers from English and French-speaking families engaged in a 10 min free-play interaction. To compare input, children were matched on language ability, sex, and maternal education (ASD n = 20, TYP n = 20). Input was transcribed, and the number of word tokens and types, lexical diversity (D), mean length …
The Effect Of Argumentative Task Goal On The Quality Of Argumentative Discourse, Merce Garcia-Mila, Sandra Gilabert, Sibel Erduran, Mark Felton
The Effect Of Argumentative Task Goal On The Quality Of Argumentative Discourse, Merce Garcia-Mila, Sandra Gilabert, Sibel Erduran, Mark Felton
Faculty Publications
In argumentative discourse, there are two kinds of activity-dispute and deliberation-that depend on the argumentative task goal. In dispute the goal is to defend a conclusion by undermining alternatives, whereas in deliberation the goal is to arrive at a conclusion by contrasting alternatives. In this study, we examine the impact of these tasks goals on the quality of argumentative discourse. Sixty-five junior high school students were organized into dyads to discuss sources of energy. Dyads were formed by members who had differing viewpoints and were distributed to one of two conditions: 31 dyads were asked to discuss with the goal …
An Excel Worksheet For Proportion-Judgment Analyses On Number-Line Data, Emily Slusser, Hilary Barth
An Excel Worksheet For Proportion-Judgment Analyses On Number-Line Data, Emily Slusser, Hilary Barth
Faculty Publications
No abstract provided.
Information-Seeking Behavior Of Multicultural Students: A Case Study At San Jose State University, Mengxiong Liu, Bernice Redfern
Information-Seeking Behavior Of Multicultural Students: A Case Study At San Jose State University, Mengxiong Liu, Bernice Redfern
Faculty and Staff Publications
In 1995 a survey was conducted on the campus of San Jose State University where, for the first time, so-called minorities made up 50.7 percent of the total student population. Asian students compose the largest group among other ethnic groups. The study shows that students who use English as their primary language are usually more successful in using the library than those who use English as a second language. Length of stay in the United States also affects how often students use the library, as well as their behavior in asking reference questions. The survey found that Asian students are …