Individual differences in the shape bias in preschool children with specific language impairment and typical language development: theoretical and clinical implications-Reference-Cited by-同舟云学术

Individual differences in the shape bias in preschool children with specific language impairment and typical language development: theoretical and clinical implications

Published:2014-08-28 Issue:3 Volume:18 Page:373-388
ISSN:1363-755X
Container-title:Developmental Science
language:en
Short-container-title:Dev Sci

Author:

Collisson Beverly Anne¹,Grela Bernard²,Spaulding Tammie²,Rueckl Jay G.³,Magnuson James S.³

Affiliation:

1. Department of Pediatrics; Faculty of Medicine; University of Calgary; Canada

2. Department of Speech; Language and Hearing Sciences; University of Connecticut; USA

3. Department of Psychology; University of Connecticut, and Haskins Laboratories; USA

Funder

NSF CAREER (to J.S.M.)

P01-HD001994 to Haskins Laboratories (J. Rueckle, PI)

Publisher

Wiley

Subject

Cognitive Neuroscience,Developmental and Educational Psychology

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4. The underlying nature of specific language impairment;Bishop;Journal of Child Psychology and Psychiatry,1992

5. Word learning is ‘smart’: evidence that conceptual information affects preschoolers’ extension of novel words;Booth;Cognition,2002

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