These tools will no longer be maintained as of December 31, 2024. Archived website can be found here. PubMed4Hh GitHub repository can be found here. Contact NLM Customer Service if you have questions.


BIOMARKERS

Molecular Biopsy of Human Tumors

- a resource for Precision Medicine *

162 related articles for article (PubMed ID: 27914312)

  • 1. Today is tomorrow's yesterday: Children's acquisition of deictic time words.
    Tillman KA; Marghetis T; Barner D; Srinivasan M
    Cogn Psychol; 2017 Feb; 92():87-100. PubMed ID: 27914312
    [TBL] [Abstract][Full Text] [Related]  

  • 2. Learning the language of time: Children's acquisition of duration words.
    Tillman KA; Barner D
    Cogn Psychol; 2015 May; 78():57-77. PubMed ID: 25867093
    [TBL] [Abstract][Full Text] [Related]  

  • 3. The mental timeline is gradually constructed in childhood.
    Tillman KA; Tulagan N; Fukuda E; Barner D
    Dev Sci; 2018 Nov; 21(6):e12679. PubMed ID: 29749676
    [TBL] [Abstract][Full Text] [Related]  

  • 4. Children's understanding of yesterday and tomorrow.
    Zhang M; Hudson JA
    J Exp Child Psychol; 2018 Jun; 170():107-133. PubMed ID: 29462727
    [TBL] [Abstract][Full Text] [Related]  

  • 5. Précis of How children learn the meanings of words.
    Bloom P
    Behav Brain Sci; 2001 Dec; 24(6):1095-103; discussion 1104-34. PubMed ID: 12412326
    [TBL] [Abstract][Full Text] [Related]  

  • 6. Maternal input and lexical development: the case of deaf pre-schoolers.
    Farran LK; Lederberg AR; Jackson LA
    Int J Lang Commun Disord; 2009; 44(2):145-63. PubMed ID: 19093278
    [TBL] [Abstract][Full Text] [Related]  

  • 7. Children's deictic and nondeictic interpretations of the spatial locatives in front of and behind.
    Cox MV; Isard S
    J Child Lang; 1990 Jun; 17(2):481-8. PubMed ID: 2380279
    [TBL] [Abstract][Full Text] [Related]  

  • 8. Pragmatic inference, not semantic competence, guides 3-year-olds' interpretation of unknown number words.
    Brooks N; Audet J; Barner D
    Dev Psychol; 2013 Jun; 49(6):1066-75. PubMed ID: 22822938
    [TBL] [Abstract][Full Text] [Related]  

  • 9. Learning new vocabulary during childhood: effects of semantic training on lexical consolidation and integration.
    Henderson L; Weighall A; Gaskell G
    J Exp Child Psychol; 2013 Nov; 116(3):572-92. PubMed ID: 23981272
    [TBL] [Abstract][Full Text] [Related]  

  • 10. Children's hypotheses about word meanings: is there a basic level constraint?
    Callanan MA; Repp AM; McCarthy MG; Latzke MA
    J Exp Child Psychol; 1994 Feb; 57(1):108-38. PubMed ID: 8126396
    [TBL] [Abstract][Full Text] [Related]  

  • 11. The interaction of language and thought in children's language acquisition: a crosslinguistic study.
    Weist RM; Lyytinen P; Wysocka J; Atanassova M
    J Child Lang; 1997 Feb; 24(1):81-121. PubMed ID: 9154010
    [TBL] [Abstract][Full Text] [Related]  

  • 12. Children's interpretations of homonyms: a developmental study.
    Mazzocco MM
    J Child Lang; 1997 Jun; 24(2):441-67. PubMed ID: 9308427
    [TBL] [Abstract][Full Text] [Related]  

  • 13. Number words in young children's conceptual and procedural knowledge of addition, subtraction and inversion.
    Canobi KH; Bethune NE
    Cognition; 2008 Sep; 108(3):675-86. PubMed ID: 18621361
    [TBL] [Abstract][Full Text] [Related]  

  • 14. Learning language from within: Children use semantic generalizations to infer word meanings.
    Srinivasan M; Al-Mughairy S; Foushee R; Barner D
    Cognition; 2017 Feb; 159():11-24. PubMed ID: 27880881
    [TBL] [Abstract][Full Text] [Related]  

  • 15. Learning words and rules: abstract knowledge of word order in early sentence comprehension.
    Gertner Y; Fisher C; Eisengart J
    Psychol Sci; 2006 Aug; 17(8):684-91. PubMed ID: 16913951
    [TBL] [Abstract][Full Text] [Related]  

  • 16. The count-mass distinction in typically developing and grammatically specifically language impaired children: new evidence on the role of syntax and semantics.
    Froud K; van der Lely HK
    J Commun Disord; 2008; 41(3):274-303. PubMed ID: 18206904
    [TBL] [Abstract][Full Text] [Related]  

  • 17. The relation between children's conceptual functioning with color and color term acquisition.
    Kowalski K; Zimiles H
    J Exp Child Psychol; 2006 Aug; 94(4):301-21. PubMed ID: 16438978
    [TBL] [Abstract][Full Text] [Related]  

  • 18. Why is number word learning hard? Evidence from bilingual learners.
    Wagner K; Kimura K; Cheung P; Barner D
    Cogn Psychol; 2015 Dec; 83():1-21. PubMed ID: 26413888
    [TBL] [Abstract][Full Text] [Related]  

  • 19. Piecing together numerical language: children's use of default units in early counting and quantification.
    Brooks N; Pogue A; Barner D
    Dev Sci; 2011 Jan; 14(1):44-57. PubMed ID: 21159087
    [TBL] [Abstract][Full Text] [Related]  

  • 20. Conceptual information permeates word learning in infancy.
    Booth AE; Waxman SR; Huang YT
    Dev Psychol; 2005 May; 41(3):491-505. PubMed ID: 15910157
    [TBL] [Abstract][Full Text] [Related]  

    [Next]    [New Search]
    of 9.