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Frontiers in Psychology|September 27, 2021
Where's the Advantage? Mutual Exclusivity Promotes Children's Initial Mapping, but Not Long-Term Memory, for Words Compared to Other StrategiesCatherine A Bredemann, Haley A VlachFrontiers in Psychology|March 1, 2012
Fast Mapping Across Time: Memory Processes Support Children's Retention of Learned WordsHaley A Vlach, Catherine M SandhoferChild Development|May 24, 2012
Distributing learning over time: the spacing effect in children's acquisition and generalization of science conceptsHaley A Vlach, Catherine M SandhoferJournal of Memory and Language|May 16, 2017
Remember dax? Relations between children's cross-situational word learning, memory, and language abilitiesHaley A Vlach, Catherine A DeBrockJournal of Experimental Child Psychology|March 15, 2019
To mass or space? Young children do not possess adults' incorrect biases about spaced learningHaley A Vlach, Catherine A Bredemann, Carla KraftCognitive Science|April 14, 2015
Cross-Situational Learning of Minimal Word PairsPaola Escudero, Karen E Mulak, Haley A VlachFrontiers in Psychology|February 23, 2013
Statistical learning across development: flexible yet constrainedLauren Krogh, Haley A Vlach, Scott P JohnsonFrontiers in Psychology|October 7, 2016
Infants Encode Phonetic Detail during Cross-Situational Word LearningPaola Escudero, Karen E Mulak, Haley A VlachCognitive Science|May 16, 2019
Cross-Situational Learning of Phonologically Overlapping Words Across Degrees of AmbiguityKaren E Mulak, Haley A Vlach, Paola EscuderoCognition|October 7, 2008
The spacing effect in children's memory and category inductionHaley A Vlach, Catherine M Sandhofer, Nate KornellPageof 3