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Articles 1 - 16 of 16
Full-Text Articles in Psychology
Conducting Publishable Research From Special Populations: Studying Children And Non-Human Primates With Undergraduate Research Assistants, Jane B. Childers, Kimberley A. Phillips
Conducting Publishable Research From Special Populations: Studying Children And Non-Human Primates With Undergraduate Research Assistants, Jane B. Childers, Kimberley A. Phillips
Jane Childers
Collecting publishable data with only undergraduate research assistants (RAs) is difficult; conducting research with young children or non-human primates (NHPs) adds a layer of difficulty, yet we have been able to successfully sustain and grow research programs in Developmental Psychology and primate Behavioral Neuroscience at Trinity University (TU), a primarily undergraduate institution (PUI) in San Antonio. We each have been conducting research for over 25 years, with most of that time at this type of institution, and have developed effective strategies for publishing articles with undergraduates in this environment.
Joint Attention And Word Learning In Ngas-Speaking Toddlers In Nigeria, Jane Childers, Julie Vaughan, Donald Burquest
Joint Attention And Word Learning In Ngas-Speaking Toddlers In Nigeria, Jane Childers, Julie Vaughan, Donald Burquest
Jane Childers
This study examines infants’ joint attention behavior and language development in a rural village in Nigeria. Participants included eight younger (1;0 to 1;5, M age=1;2) and eight older toddlers (1;7 to 2;7, M age=2; 1). Joint attention behaviors in social interaction contexts were recorded and coded at two time points six months apart. Analyses revealed that these toddlers were producing more high-level joint attention behaviors than less complex behaviors. In addition, the quality and quantity of behaviors produced by these Nigerian children was similar to those found in other cultures. In analyses of children’s noun and verb comprehension and production …
The Perception Of Rhythmic Units In Speech By Infants And Adults, C. Echols, M. Crowhurst, Jane Childers
The Perception Of Rhythmic Units In Speech By Infants And Adults, C. Echols, M. Crowhurst, Jane Childers
Jane Childers
No abstract provided.
Early Verb Learners: Creative Or Not?, Jane Childers
Early Verb Learners: Creative Or Not?, Jane Childers
Jane Childers
No abstract provided.
Children Extend Both Words And Non-Verbal Actions To Novel Exemplars, Jane Childers, M. Tomasello
Children Extend Both Words And Non-Verbal Actions To Novel Exemplars, Jane Childers, M. Tomasello
Jane Childers
No abstract provided.
The Role Of Pronouns In Young Children’S Acquisition Of The English Transitive Construction, Jane Childers, M. Tomasello
The Role Of Pronouns In Young Children’S Acquisition Of The English Transitive Construction, Jane Childers, M. Tomasello
Jane Childers
No abstract provided.
Korean- And English-Speaking Children Use Cross-Situational Information To Learn Novel Predicate Terms, Jane Childers, Jae Paik
Korean- And English-Speaking Children Use Cross-Situational Information To Learn Novel Predicate Terms, Jane Childers, Jae Paik
Jane Childers
This paper examines children’s attention to cross-situational information during word learning. Korean-speaking children in Korea and Englishspeaking children in the US were taught four nonce words that referred to novel actions. For each word, children saw four related events: half were shown events that were very similar (Close comparisons), half were shown events that were not as similar (Far comparisons). The prediction was that children would compare events to each other and thus be influenced by the events shown. In addition, children in these language groups could be influenced differently as their verb systems differ. Although some differences were found …
Children Use Different Cues To Guide Noun And Verb Extensions, Jane B. Childers, M. Elaine Heard, Kolette Ring, Anushka Pai, Julie Sallquist
Children Use Different Cues To Guide Noun And Verb Extensions, Jane B. Childers, M. Elaine Heard, Kolette Ring, Anushka Pai, Julie Sallquist
Jane Childers
Learning new words involves decoding both how a word fits the current situation and how it could be used in new situations. Three studies explore how two types of cues— sentence structure and the availability of multiple instances-- affect children’s extensions of nouns and verbs. In each study, 2½-year-olds heard nouns, verbs or no new word while seeing the experimenter use a novel object to perform an action; at test, they were asked to extend the word. In Study 1, children hearing nouns in simple sentences used object shape as the basis for extension even though, during the learning phase, …
Two 1/2-Year-Old Children Use Animacy And Syntax To Learn A New Noun, Jane Childers, C. Echols
Two 1/2-Year-Old Children Use Animacy And Syntax To Learn A New Noun, Jane Childers, C. Echols
Jane Childers
No abstract provided.
Attention To Explicit And Implicit Contrast In Verb Learning, Jane B. Childers, Amy Hirshkowitz, Kristin Benavides
Attention To Explicit And Implicit Contrast In Verb Learning, Jane B. Childers, Amy Hirshkowitz, Kristin Benavides
Jane Childers
Contrast information could be useful for verb learning, but few studies have examined children's ability to use this type of information. Contrast may be useful when children are told explicitly that different verbs apply, or when they hear two different verbs in a single context. Three studies examine children's attention to different types of contrast as they learn new verbs. Study 1 shows that 3 ½-year-olds can use both implicit contrast (“I'm meeking it. I'm koobing it.”) and explicit contrast (“I'm meeking it. I'm not meeking it.”) when learning a new verb, while a control group's responses did not differ …
Attention To Multiple Events Helps 2 1/2-Year-Olds Extend New Verbs, Jane B. Childers
Attention To Multiple Events Helps 2 1/2-Year-Olds Extend New Verbs, Jane B. Childers
Jane Childers
An important question in verb learning is how children extend new verbs to new situational contexts. In Study 1, 2 1/2-year-old children were shown a complex event followed by new events that preserved only the action from the initial event, only the result, or no new events. Children seeing events that preserved either the action or the result produced appropriate verb extensions at test while children without this information did not. In a follow-up study, children hearing new verbs produced more extensions than did children hearing nonlabeling speech. These studies suggest that attention to related events is helpful to young …
Noun Bias In Word Learning, Jane Childers
Finite Verbs (Acquisition Of), Jane Childers
The Structural Alignment And Comparison Of Events In Verb Acquisition, Jane Childers
The Structural Alignment And Comparison Of Events In Verb Acquisition, Jane Childers
Jane Childers
No abstract provided.
Are Nouns Easier To Learn Than Verbs? Three Experimental Studies, Jane Childers
Are Nouns Easier To Learn Than Verbs? Three Experimental Studies, Jane Childers
Jane Childers
No abstract provided.
Experimental Investigations Of Children's Understanding And Use Of Verb Morphology: Spanish- And English-Speaking 2 1/2- And 3-Year-Old Children, Jane Childers
Jane Childers
No abstract provided.