In the Midst of Life     

Roberta M. Grahame 《The Educational forum》2013,77(4)

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Learning about Teachers through Film     

Angela Raimo  Roberta Devlin-Scherer  Debra Zinicola 《The Educational forum》2013,77(4):314-323

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The birth of words: ten-month-olds learn words through perceptual salience   总被引：1，自引：0，他引：1  

Pruden SM  Hirsh-Pasek K  Golinkoff RM  Hennon EA 《Child development》2006,77(2):266-280

A core task in language acquisition is mapping words onto objects, actions, and events. Two studies investigated how children learn to map novel labels onto novel objects. Study 1 investigated whether 10-month-olds use both perceptual and social cues to learn a word. Study 2, a control study, tested whether infants paired the label with a particular spatial location rather than to an object. Results show that 10-month-olds can learn new labels and do so by relying on the perceptual salience of an object instead of social cues provided by a speaker. This is in direct contrast to the way in which older children (12-, 18-, and 24-month-olds) learn and extend new object names.  相似文献   

Cultural Region: North East England 1945–2000     

Roberta Comunian 《Cultural Trends》2013,22(1):60-62

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The military potential of civilian nuclear energy     

Albert Wohlstetter  Thomas A. Brown  Gregory Jones  David McGarvey  Henry Rowen  Vincent Taylor  Roberta Wohlstetter 《Minerva》1977,15(3-4):387-538

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Infants Segment Continuous Events Using Transitional Probabilities     

Aimee E. Stahl  Alexa R. Romberg  Sarah Roseberry  Roberta Michnick Golinkoff  Kathryn Hirsh‐Pasek 《Child development》2014,85(5):1821-1826

Throughout their 1st year, infants adeptly detect statistical structure in their environment. However, little is known about whether statistical learning is a primary mechanism for event segmentation. This study directly tests whether statistical learning alone is sufficient to segment continuous events. Twenty‐eight 7‐ to 9‐month‐old infants viewed a sequence of continuous actions performed by a novel agent in which there were no transitional movements that could have constrained the possible upcoming actions. At test, infants distinguished statistically intact units from less predictable ones. The ability to segment events using statistical structure may help infants discover other cues to event boundaries, such as intentions, and carve up the world of continuous motion in meaningful ways.  相似文献   

Deconstructing Building Blocks: Preschoolers' Spatial Assembly Performance Relates to Early Mathematical Skills     

Brian N. Verdine  Roberta M. Golinkoff  Kathryn Hirsh‐Pasek  Nora S. Newcombe  Andrew T. Filipowicz  Alicia Chang 《Child development》2014,85(3):1062-1076

This study focuses on three main goals: First, 3‐year‐olds' spatial assembly skills are probed using interlocking block constructions (N = 102). A detailed scoring scheme provides insight into early spatial processing and offers information beyond a basic accuracy score. Second, the relation of spatial assembly to early mathematical skills was evaluated. Spatial skill independently predicted a significant amount of the variability in concurrent mathematical performance. Finally, the relation between spatial assembly skill and socioeconomic status (SES), gender, and parent‐reported spatial language was examined. While children's performance did not differ by gender, lower SES children were already lagging behind higher SES children in block assembly. Furthermore, lower SES parents reported using significantly fewer spatial words with their children.  相似文献   

Skype Me! Socially Contingent Interactions Help Toddlers Learn Language     

Sarah Roseberry  Kathy Hirsh‐Pasek  Roberta M. Golinkoff 《Child development》2014,85(3):956-970

Language learning takes place in the context of social interactions, yet the mechanisms that render social interactions useful for learning language remain unclear. This study focuses on whether social contingency might support word learning. Toddlers aged 24–30 months (N = 36) were exposed to novel verbs in one of three conditions: live interaction training, socially contingent video training over video chat, and noncontingent video training (yoked video). Results suggest that children only learned novel verbs in socially contingent interactions (live interactions and video chat). This study highlights the importance of social contingency in interactions for language learning and informs the literature on learning through screen media as the first study to examine word learning through video chat technology.  相似文献   

Cues to Reading     

Roberta J. Park 《Quest (Human Kinetics)》2013,65(2):312-314

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Introduction: A Journey     

Emily H. Wughalter  Roberta S. Bennett 《Quest (Human Kinetics)》2013,65(4):305-309

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