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Child Development|January 21, 2021
What Counts? Sources of Knowledge in Children's Acquisition of the Successor FunctionRose M Schneider, Jessica Sullivan, Kaiqi Guo, et al.Cognitive Science|January 17, 2019
Discourse Coherence as a Cue to Reference in Word Learning: Evidence for Discourse BootstrappingJessica Sullivan, Juliana Boucher, Reina J Kiefer, et al.Cognitive Science|August 8, 2020
Counting to Infinity: Does Learning the Syntax of the Count List Predict Knowledge That Numbers Are Infinite?Junyi Chu, Pierina Cheung, Rose M Schneider, et al.Psychonomic Bulletin & Review|May 13, 2019
The role of prior knowledge and curiosity in learningShirlene Wade, Celeste KiddCognitive Science|September 5, 2018
Cross-Cultural Differences in the Influence of Peers on Exploration During PlayShirlene Wade, Celeste KiddPlos One|August 4, 2016
Does Grammatical Structure Accelerate Number Word Learning? Evidence from Learners of Dual and Non-Dual Dialects of SlovenianFranc Marušič, Rok Žaucer, Vesna Plesničar, et al.Child Development|April 11, 2016
Learning Mathematics in a Visuospatial Format: A Randomized, Controlled Trial of Mental Abacus InstructionDavid Barner, George Alvarez, Jessica Sullivan, et al.Proceedings of the National Academy of Sciences of the United States of America|October 30, 2013
Grammatical morphology as a source of early number word meaningsAlhanouf Almoammer, Jessica Sullivan, Chris Donlan, et al.Cognition|December 14, 2020
Do children derive exact meanings pragmatically? Evidence from a dual morphology languageFranc Marušič, Rok Žaucer, Amanda Saksida, et al.Cognitive Psychology|January 6, 2020
Do children use language structure to discover the recursive rules of counting?Rose M Schneider, Jessica Sullivan, Franc Marušič, et al.Pageof 17