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Child Development|April 2, 2004
Different kinds of information affect word learning in the preschool years: the case of part-term learningMegan M Saylor, Mark A SabbaghDevelopmental Psychology|September 19, 2012
Talking about the near and dear: Infants' comprehension of displaced speechPatricia A Ganea, Megan M SaylorJournal of Child Language|November 13, 2008
Direct and indirect cues to knowledge states during word learningMegan M Saylor, C Brooke CarrollJournal of Child Language|December 23, 2004
Discussing those not present: comprehension of references to absent caregiversMegan M Saylor, Dare A BaldwinJournal of Child Language|January 30, 2015
Differences in how monolingual and bilingual children learn second labels for familiar objectsLindsey Rowe, Rebecca Jacobson, Megan M SaylorJournal of Experimental Child Psychology|September 29, 2023
Preschoolers ask questions about unknown words on video chat and in live interactions at similar ratesLaura Janakiefski, Isabelle C Guicherit, Megan M SaylorDevelopmental Psychology|November 14, 2002
Children use whole-part juxtaposition as a pragmatic cue to word meaningMegan M Saylor, Mark A Sabbagh, Dare A BaldwinChild Development|May 12, 2006
Young children's use of video as a source of socially relevant informationGeorgene L Troseth, Megan M Saylor, Allison H ArcherDevelopmental Psychology|March 28, 2012
When familiar is not better: 12-month-old infants respond to talk about absent objectsMaria A Osina, Megan M Saylor, Patricia A GaneaJournal of Child Language|January 6, 2012
Four- and six-year-olds use pragmatic competence to guide word learningMaria D Vázquez, Sarah S Delisle, Megan M SaylorPageof 7