Now showing items 1-10 of 28
Infants' Anticipations and Grasps of Familiar and Unfamiliar Tools
(Vanderbilt University, 2016-04-15)
Infants must learn how to use many tools in order to engage in a variety of daily tasks. An unpublished pilot study in our lab suggests that 6.5 to 8.5-month-old infants fixated more on the handle of a familiar tool than ...
Preschoolers use nonverbal cues to identify reliable informants in word learning
(Vanderbilt University, 2011-04-06)
The present study investigates 4-year-old children’s ability to use speakers’ pragmatic competence as an indicator of whom to learn from. In this study, pragmatic competence is measured as the speaker’s ability to adhere ...
Inferring Structural Properties of Objects from Intentional Gestures in Infancy
(Vanderbilt University, 2010-04-07)
In this study, we were interested in what 9-month-olds understood about the physical properties of an object after seeing an intentional gesture made toward the object. Specifically, we asked whether infants could make ...
Throwing Kinematics and Children's Abilities in the Imaginary Ball Situation
(Vanderbilt University, 2007-04)
A preliminary study conducted by Rieser et al. (2005) found a discrepancy in the technique three to five year old children use when throwing a tangible ball vs. pretending to throw an imaginary ball at targets varying in ...
Prehension Enrichment Experience Facilitates Motor and Perceptual-Cognitive Development in Early Infancy
(Vanderbilt University, 2013-04-09)
Infants received a prehension enrichment experience (active training), which allowed pre-reaching infants to gain experience with prehension before they would normally begin such behaviors. During the prehension enrichment ...
Mismatched Tool: Determining the Properties by which Infants Categorize a Tool as “Spoon”
(Vanderbilt University, 2013-04-08)
In a study of infant tool use, Barrett, Davis, and Needham (2007) found that previous experience with spoons prevented infants from utilizing an unusual grasp of a teaspoon to complete a novel task. Infants were, however, ...
Do context cues help preschoolers learn words by differentiating between reliable and unreliable informants?
(Vanderbilt University, 2011-04-29)
The present study investigates if 4-year-old children use people’s pragmatic competence as a standard for learning from them. In this study we define a person’s pragmatic competence by their ability to adhere to the Gricean ...
Acoustic Properties of Laughter in Individuals with Williams Syndrome
(Vanderbilt University, 2010-04-28)
The Influence of Prior Reading Instruction and IEP Goals on the Reading Skills of Children with Down Syndrome
(Vanderbilt University, 2012)
The purpose of this study is to determine whether there is a relationship between IEP goals and prior reading instruction for children with Down Syndrome, and whether both of those variables had an impact on the children’s ...
Differences in How Monolingual and Bilingual Children Learn Second Labels for Familiar Objects
(Vanderbilt University, 2014-04)
Monolingual children resist learning second labels for familiar objects (e.g., a boat can be called a skiff), because they adhere to mutual exclusivity, the principle that an object has one name. It is less clear whether ...