The Influence of Context on the Abstraction Level of Children’s Conversations in the Preschool Classroom-Reference-Cited by-同舟云学术

The Influence of Context on the Abstraction Level of Children’s Conversations in the Preschool Classroom

Published:2022-04-25 Issue:3 Volume:34 Page:705-724
ISSN:1040-9289
Container-title:Early Education and Development
language:en
Short-container-title:Early Education and Development

Author:

Chaparro-Moreno Leydi Johana¹²^ORCID,Lin Tzu-Jung¹²^ORCID,Justice Laura M.¹²,Mills Abigail K.¹²,Uanhoro James O.³^ORCID

Affiliation:

1. Educational Psychology Program, Department of Educational Studies, The Ohio State University

2. Crane Center for Early Childhood Research and Policy, The Ohio State University

3. Research Methodology, Measurement, & Statistics, Department of Educational Psychology, University of North Texas

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/10409289.2022.2067429

Reference49 articles.

1. Relationships Among Teachers’ Use of Mental State Verbs and Children’s Vocabulary Growth

2. Blackstock-Bernstein, A. (2019). Children’s individual language experiences: A multilevel analysis of language use in Head Start classrooms [Doctoral dissertation]. University of California. California Digital Library. https://escholarship.org/uc/item/79b1m85s

3. The Pervasive Role of Pragmatics in Early Language

4. glmmTMB Balances Speed and Flexibility Among Packages for Zero-inflated Generalized Linear Mixed Modeling

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