Law Of Attraction For Kids

Smart Parenting Guide

Get Instant Access

Acredolo, L. P., Goodwyn, S. W., Horobin, K. D., & Emmons, Y. D. (1999). The signs and sounds of early language development. In L. Balter & C. S. Tamis-LeMonda (Eds.), Child psychology: A handbook of contemporary issues (pp. 116-139). Philadelphia: Psychology Press. Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press. Anderson, A. B., Teale, W. H., & Estrada, E. (1980). Low-income preschool literacy experiences: Some naturalistic observations. The Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 2, 59-65.

Anderson, R. C., & Freebody, P. (1983). Reading comprehension and the assessment and acquisition of word knowledge. In B. Hutson (Ed.), Advances in reading/language research (pp. 231-256). Greenwich, CT: JAI Press.

Baldwin (in press). Discerning intentions. In B. Homer & C. S. Tamis-LeMonda (Eds.), The development of social cognition and communication. Mahwah, NJ: Erlbaum.

Baldwin, D. A., & Moses, L. J. (1996). The ontogeny of social information-gathering. Child Development, 67, 1915-1939.

Baldwin, D. A., & Markman, E. M. (1989). Establishing word-object relations: A first step. Child Development, 60, 381-398.

Barrett, M. (1995). Early lexical development. In P. Fletcher & B. MacWhinney (Eds.), The handbook of child language (pp. 362-392). Oxford: Blackwell Publishers.

Bates, E., Benigni, L., Bretherton, I., Camaioni, L., & Volterra, V. (1979). The emergence of symbols: Cognition and communication in infancy. New York: Academic Press.

Bates, E., Bretherton, I., & Snyder, L. (1988). From first words to grammar: Individual differences and dissociable mechanisms. Cambridge: Cambridge University Press.

Bates, E., Dale, P., & Thai, D. (1995). Individual differences and their implications for theories of language development. In P. Fletcher & B. MacWhinney (Eds.), The handbook of child language (pp. 96-151). Oxford: Blackwell.

Bateson, C. (1975). Mother-infant exchanges: The epigenesis of conversational interaction. In D. Aronson & R. W. Rieber (Eds.), Annals of the New York Academy of Sciences (Vol. 263). Development psycholinguistics and communication disorders (pp. 101-113). New York: New York Academy of Sciences.

Bateson, C. M. (1979). The epigenesis of conversational interaction: A personal account of research development. In M. Bullowa (Ed.), Before speech: The beginning of human communication (pp. 63-77). New York: Cambridge University Press.

Baumwell, L., Tamis-LeMonda, C. S., & Bornstein, M. H. (1997). Maternal verbal sensitivity and child language comprehension. Infant Behavior and Development, 20(2), 247-258.

Bayley, N. (1993). Manual for Bayley Scales of Infant Development (2nd ed.). San Antonio, TX: Psychological Corporation.

Beals, D. E., DeTemple, J. M., & Dickinson, D. K. (1994). Talking and listening that support early literacy development of children from low-income families. In D. K. Dickinson (Ed.), Bridges to literacy: Children, families, and schools (pp. 19-40). Cambridge: Basil Blackwell Ltd.

Black, M. M., Dubowitz, H., & Starr R. H. (1999). African American fathers in low income, urban families: Development, behavior, and home environment of their three-year-old children. Child Development, 70, 967-978.

Bloom, K., Russell, A., & Wassenberg, K. (1987). Turn taking affects the quality of infant vocalizations. Journal of Child Language, 14, 211-227.

Bloom, L. (1973). One word at a time: The use of single-word utterances before syntax. The Hague: Mouton.

Bloom, L. (1978). The integration of form, content, and use in language development. In J. Kavanagh & W. Strange (Eds.), Language and speech in the laboratory, school, and clinic (pp. 210-246). Cambridge, MA: MIT Press.

Bloom, L. (1993). The transition from infancy to language. Cambridge: Cambridge University Press.

Bloom, L. (1998a). Language acquisition in its developmental context. In D. Kuhn & R. S. Siegler (Eds.), Handbook of child psychology: Vol 2. Cognition, perception, and language (5 th ed., pp. 309-370). New York: Wiley.

Bloom, L. (1998b). Language development and emotional expression. Pediatrics, 102(5), 1272-1277.

Bloom, L. (2000). Commentary: Pushing the limits on theories of word learning. Monographs of the Society for Research in Child Development, 65(3) (serial no. 124-133).

Bloom, L., Margulis, C., Tinker, E., & Fujita, N. (1996). Early conversations and word learning: Contributions from child and adult. Child Development, 67, 3154-3157.

Bloom, L., & Tinker, E. (2001). The intentionality model and language acquisition: Engagement, effort, and the essential tension. Monographs of the Society for Research in Child Development, 66(4, serial no. 267).

Bloom, L., Tinker, E., & Margulis, C. (1993). The words children learn: Evidence against a noun bias in children's vocabularies. Cognitive Development, 8, 431-450.

Bloom, P. (2000). How children learn the meanings of words. Cambridge, MA: MIT Press.

Boller, K., & Rovee-Collier, C. (1992). Contextual coding and recoding of infant memory. Journal of Experimental Child Psychology, 53, 1-23.

Bornstein, M. H. (1985). How infant and mother jointly contribute to developing cognitive competence in the child. Proceedings of the National Academy of Sciences, 82, 7470-7473.

Bornstein, M., H., Cote, L. R., Maital, S., Painter, K., Park, S-Y., Pascual, L., et al. (2004). Cross-linguistic analysis of vocabulary in young children: Spanish, Dutch, French, Hebrew, Italian, Korean, and American English. Child Development, 75, 1115-1139.

Bornstein, M. H., & Haynes, O. M. (1998). Vocabulary competence in early childhood: Measurement, latent construct, and predictive validity. Child Development, 69, 654-671.

Bornstein, M. H., Miyake, K., Azuma, H., Tamis-LeMonda, C. S., & Toda, S. (1990). Responsiveness in Japanese mothers: Consequences and characteristics. Annual Report of the Research and Clinical Center for Child Development (pp. 15-26). Sapporo, Japan: University of Hokkaido.

Bornstein, M. H., & Tamis-LeMonda, C. S. (1989). Maternal responsiveness and cognitive development in children. In M. H. Bornstein (Ed.), New directions for child development: No. 43. Maternal responsiveness: Characteristics and consequences (pp. 49-61). San Francisco: Jossey-Bass.

Bornstein, M. H., & Tamis-LeMonda, C. S. (1997). Mother's Responsiveness in infancy and their toddlers' attention span, symbolic play, and language comprehension: Specific predictive relations. Infant Behavior and Development, 20(3), 283-296.

Bornstein, M. H., & Tamis-LeMonda, C. S. (2001). Mother-infant interaction. In G. Bremner & A. Fogel (Eds.), Blackwell handbook of infant development (pp. 269-295). Malden, MA: Blackwell.

Bornstein, M. H., Tamis-LeMonda, C. S., & Haynes, M. (1999). First words in the second year. Continuity, stability, and models of concurrent and lagged correspondence in vocabulary and verbal responsiveness across age and context. Infant Behavior and Development, 22, 67-87.

Brooks-Gunn, J., & Duncan, G. J. (1997). The effects of poverty on children. The Future of Children, 7(2), 55-71.

Brophy-Herb, H. E, Gibbons, C., Omar, M. A., & Schiffman, R. F. (1999). Low-income fathers and their infants: Interactions during teaching episodes. Infant Mental Health Journal, 20, 305-321.

Brown, R. (1973). A first language: The early stages. Cambridge: Harvard University Press.

Bruner, J. (1974). The ontogenesis of speech acts. Journal of Child Language, 2, 1-19.

Bruner, J. (1983). Child's talk: Learning to use language. New York: Norton.

Bryant, P., & Bradley, L. (1987). Rhymes, nursery rhymes, and reading in early childhood. Merrill-Palmer Quarterly, 33, 255-281.

Burns, M. S., Griffin, P., & Snow, C. E. (Eds.). (1999). Starting out right: A guide to promoting children's reading success. Washington, DC: National Academy Press.

Cabrera, N., Brooks-Gunn, J., Moore, K., West, J., Boller, K., & Tamis-LeMonda, C. S. (2002). Bridging research and policy: Including fathers of young children in national studies. In C. S. Tamis-LeMonda & N. Cabrera (Eds.), Handbook of father involvement: Multidisciplinary perspectives (pp. 489-523). New York: Erlbaum.

Cabrera, N., Ryan, R., Shannon, J., Brooks-Gunn, J., Vogel, C., Raikes, H., et al. (2004). Low-income biological fathers'

involvement in their toddlers' lives: The Early Head Start National Research and Evaluation Study. Fathering: A Journal of Theory, Research, and Practice about Men as Fathers, 2, 5-30.

Camaioni, L. (2001). Early language. In G. Bremner & A. Fogel (Eds.), Blackwell handbook of infant development (pp. 404-426). Oxford: Blackwell.

Camaioni, L., Aureli, T., Bellagamba, F., & Fogel, A. (2003). A longitudinal examination of the transition to symbolic communication in the second year of life. Infant and Child Development, 12, 1-26.

Camaioni, L., & Longobardi, E. (1994). A longitudinal examination of the relationship between maternal input and child language acquisition. Paper presented at the First Lisbon Meeting on Child Language with Special Reference to Romance Languages, Lisbon.

Carey, S. (1978). The child as word-learner. In M. Halle, J. Bresnan, & G.A. Miller (Eds.), Linguistic theory and psychological reality. Cambridge, MA: MIT Press.

Carpenter, M., Nagell, K., & Tomasello, M. (1998). Social cognition, joint attention and communicative competence from 9 to 15 months of age. Monographs of the Society for Research in Child Development, 63(4, serial no. 255).

Chall, J. S., Jacobs, V. A., & Baldwin, L. E. (1990). The reading crisis: Why poor children fall behind. Cambridge: Harvard University Press.

Childers, J. B., & Tomasello, M. (2002). Two-year-olds learn novel nouns, verbs, and conventional actions from massed or distributed exposures. Developmental Psychology, 38, 967-978.

Clark, E. V. (1995). Later lexical development and word formation. In P. Fletcher & B. MacWhinney (Eds.), The handbook of child language (pp. 393-412). Oxford, UK: Blackwell.

Cochran, E., & Cochran, M. (1997). Child care that works: A parent's guide to finding quality care. Boston, MA: Mariner Books.

Cristofaro, T. N., Rodriguez, E., Baumwell, L., Tamis-Le-Monda, C., & Nakae, M. (2004, May). The specificity of parental language input and children's language competencies. Poster session presented at the biennial meeting of the International Conference on Infant Studies, Chicago, Illinois.

Dapretto, M., & Bjork, E. L. (2000). The development of word retrieval abilities in the second year and its relation to early vocabulary growth. Child Development, 71, 635-648.

Dickinson, D. K., & DeTemple, J. (1998). Putting parents in the picture: Maternal reports of preschoolers' literacy as a predictor of early reading. Early Childhood Research Quarterly, 13, 241-261.

Dunham, P. J., & Dunham, F. (1995). Optimal Social Structures and Adaptive Infant Development. In C. Moore & P. J. Dunham (Eds.), Joint attention: Its origins and role in development (pp. 159-188). Hillsdale, NJ: Erlbaum.

Dunn, L. M., & Dunn, L. M. (1997). Peabody Picture Vocabulary Test—Third Edition. Circle Pines, MN: American Guidance Service.

Evans, G. W. (2004). The environment of childhood poverty. American Psychologist, 59(2), 77-92.

Fenson, L., Dale, P. S., Reznick, J. S., Bates, E., Thal, D., & Pethick, S. (1994). Variability in early communicative development. Monographs of the Society for Research in Child Development, 59(serial no. 242).

Fogel, A., Messinger, D. S., Dickson, K. L., & Hsu, H. (1999). Posture and gaze in early mother-infant communication: Synchronization of developmental trajectories. Developmental Science, 2(3), 325-332.

Furstenberg, F. F., & Harris, K. M. (1993). When fathers matter/why fathers matter: The impact of paternal involvement on the offspring of adolescent mothers. In A. Lawson & D. L. Rhode (Eds.), The politics of pregnancy: Adolescent sexuality and public policy (pp. 189-215). New Haven, CT: Yale University Press.

Garfinkel, I., McLanahan, S., & Hanson, T. (1998). A patchwork portrait of nonresident fathers. In I. Garfinkel, S. McLanahan, D. Meyer, & J. Seltzer (Eds.), Fathers under fire: The revolution in child support enforcement. New York: Russell Sage Foundation.

Gershkoff-Stowe, L., & Smith, L. B. (2004). Shape and the first hundred nouns. Child Development, 75, 1098-1114.

Ginsburg, G. P., & Kilbourne, B. K. (1988). Emergence of vocal alternation in mother-infant interchanges. Journal of Child Language, 15, 221-235.

Hart, B., & Risley, T. (1995). Meaningful differences in the everyday experiences of young American children. Baltimore, MD: Paul H. Brookes.

Hart, B., & Risley, T. R. (1992). American parenting of language-learning children: Persisting differences in family-child interactions observed in natural home environments. Developmental Psychology, 28, 1096-1105.

Heibeck, T. H., & Markman, E. M. (1987). Word learning in children: An examination of fast mapping. Child Development, 58, 1021-1034.

Hoff, E. (2002). Causes and consequences of SES-related differences in parent-to-child speech. In M. H. Bornstein & R. H. Bradley (Eds.), Socioeconomic status, parenting, and child development (pp. 231-252). Mahwah, NJ: Erlbaum.

Hoff, E., Laursen, B., & Tardif, T. (2002). Socioeconomic status and parenting. In M. H. Bornstein (Ed.), Handbook of parenting: Vol. 2. Biology and ecology of parenting (2nd ed., pp. 231-252). Mahwah, NJ: Erlbaum.

Hoff-Ginsberg, E. (1997). Language development. Pacific Grove, CA: Brooks/Cole.

Hollich, G., Hirsh-Pasek, K., & Golinkoff, R. M. (2000). Breaking the Language Barrier: An emergentist coalition model for the origins of word learning. Monographs of the Society for Research in Child Development, 65(3, serial no. 1-122).

Homer, B., & Tamis-LeMonda, C. S. (in press). The development of social cognition and communication. Mahwah, NJ: Erlbaum.

Hsu, H., & Fogel, A. (2001). Infant vocal development in a dynamic mother-infant communication system. Infancy, 2(1), 87-109.

Huttenlocher, J., Haight, W., Bryk, A., Seltzer, M., & Lyons, T. (1991). Early vocabulary growth: Relation to language input and gender. Developmental Psychology, 27, 236-248.

Jaffe, J., Beebe, B., Feldstein, S., Crown, C. L., & Jasnow, M. D. (2001). Rhythms of dialogue in infancy. Monographs of the Society for Research in Child Development, 66(2, serial no. 1-131).

Lamb, M. E. (Ed.). (2004). The role of the father in child development (4th ed.). Hoboken, NJ: Wiley.

Landry, S. H., Smith, K. E., Miller-Loncar, C. L., & Swank, P. R. (1997). Predicting cognitive-language and social growth curves from early maternal behaviors in children at varying degrees of biological risk. Developmental Psychology, 33, 1040-1053.

Lerman, R. (1993). A national profile of young unwed fathers. In R. I. Lerman & T. J. Ooms (Eds.), Young unwed fathers: Changing roles and emerging policies (pp. 27-51). Philadelphia: Temple University Press.

Lock, A. (2001). Preverbal communication. In G. Bremner &

A. Fogel (Eds.), Blackwell handbook of infant development (pp. 379-403). Oxford: Blackwell.

Locke, J. L. (1995). Development of the capacity for spoken language. In P. Fletcher & B. MacWhinney (Eds.), The handbook of child language (pp. 278-302). Oxford: Blackwell Publishers.

Longobardi, E. (1992). Funzione comunicativa del compor-tamento materno e sviluppo comunicativo-linguistico del bambino nel secondo anno di vita [Communicative functions of maternal behavior and the communicative-linguistic development of children in the second year of life]. Giornale Italiano di Psicologia, 19, 425-448.

Love, J. M., Kisker, E. E., Ross, C. M., Schochet, P. Z., Brooks-Gunn, J., Paulsell, D., et al. (2002). Making a difference in the lives of infants and toddlers and their families: The impacts of Early Head Start. Princeton, NJ: Mathematica Policy Research, Inc.

Marsiglio, W. (1987). Adolescent fathers in the United States: Their initial living arrangements, marital experience, and educational outcomes. International Family Planning Perspectives, 19(6), 240-251.

McAdoo, J. L. (1986). Black fathers' relationships with their preschool children and the children's ethnic identity. In R. A. Lewis & R. E. Salt (Eds.), Men in families (pp. 169-180). Newbury Park, CA: Sage.

McAdoo, J. L. (1988). Changing perspective on the role of the black father. In P. Bronstein & C. P. Cowan (Eds.), Fatherhood today: Men's changing role in the family (pp. 79-92). New York: Wiley.

McCall, R. B., Eichorn, D. H., & Hogarty, P. S. (1977). Transitions in early mental development. Monographs of the Society for Research in Child Development, 42(se-rial no. 108).

McCune, L. (1995). A normative study of representational play at the transition to language. Developmental Psychology, 31, 198-206.

McGill-Franzen, A. (1987). Failure to learn to read: Formulating a policy problem. Reading Research Quarterly, 22, 475-490.

McLoyd, V. C. (1989). Socialization and development in a changing economy: The effects of paternal job and income loss on children. American Psychologist, 44, 293-302.

McLoyd, V. C. (1990). The impact of economic hardship on black families and children: Psychological distress, parenting and socioemotional development. Child Development, 61, 311-346.

Meisel, J.M. (1995). Parameters in acquisition. In P. Fletcher & B. MacWhinney (Eds.), The handbook of child language (pp. 10-35). Oxford: Blackwell.

Miller, J. F., & Chapman, R. S. (1993). SALT: Systematic analysis of language transcripts. Madison, WI: Language Analysis Laboratory, Waisman Center, University of Wisconsin.

Namy, L. L., & Gentner, D. (2002). Making a silk purse out of two sow's ears: Young children's use of comparison in category learning. Journal of Experimental Psychology: General, 131, 5-15.

Nelson, K. (1973). Structure and strategy in learning to talk. Monographs of the Society for Research in Child Development, 38(1-2, serial no. 149).

Nelson, K. (1981). Social cognition in a script framework. In J. H. Flavell & L. Ross (Eds.), Social cognitive development. Cambridge: Cambridge University Press.

Nelson, K. (1986). Event knowledge: Structure and function in development. Hillsdale, NJ: Erlbaum.

Nelson, K. (1988). Constraints on word meaning? Cognitive Development, 3, 221-246.

Payne, A. C., Whitehurst, G. J., & Angell, A. L. (1994). The role of home literacy environment in the development of language ability in preschool children from low-income families. Early Childhood Research Quarterly, 9, 427-440.

Perloff, J. N., & Buckner, J. C. (1996). Fathers of children on welfare: Their impact on child well-being. American Journal of Orthopsychiatry, 66, 557-571.

Plunkett, K. (1997). Theories of early language acquisition. Trends in Cognitive Sciences, 1(4), 146-153.

Reznick, J. S., & Goldfield, B. (1992). Rapid change in lexical development in comprehension and production. Developmental Psychology, 28, 406-413.

Roberts, J. I. (2001). Predictors of cognitive development in 14-month-old children from low-income families: The role of maternal language and play and support networks. Unpublished doctoral dissertation, New York University.

Roberts, J. E., Burchinal, M., & Durham, M. (1999). Parents' report of vocabulary and grammatical development of African American preschoolers: Child and environmental associations. Child Development, 70, 92-106.

Rogoff, B., Mistry, J., Radziszewska, B., & Germond, J. (1992). Infants' instrumental social interaction with adults. In S. Feinman (Ed.), Social referencing and the social construction of reality in infancy (pp. 323-348). New York: Plenum.

Rovee-Collier, C. (1995). Time windows in cognitive development. Developmental Psychology, 31(2), 147-169.

Sameroff, A. J. (1975). Early influences on development: Fact or Fancy. Merrill-Palmer Quarterly, 21, 267-294.

Scarborough, H. (1989). Prediction of reading dysfunction from familial and individual differences. Journal of Educational Psychology, 81, 101-108.

Senechal, M., & LeFevre, J. A. (2001). Storybook reading and parent teaching: Links to language and literacy development. In P. R. Britto & J. Brooks-Gunn (Eds.), The role of family literacy environments in promoting young children's emerging literacy skills: New directions for child and adolescent development (pp. 39-52). San Francisco: Jossey-Bass Pfeiffer.

Shannon, J. D., Tamis-LeMonda, C. S., London, K., & Cabrera, N. (2002). Beyond rough and tumble: Low-income fathers' interactions and children's cognitive development at 24 months. Parenting: Science and Practice, 2(2), 77-104.

Smith, L. B. (1995). Self-organizing process in learning to learn words: Development is not induction. In C. A. Nelson (Ed.), The Minnesota Symposia on Child Psychology (Vol. 28). Mahwah, NJ: Erlbaum.

Smith, L. B. (2003). Learning to recognize objects. Psychological Science, 14, 244-250.

Snow, C. E. (1986). Conversations with children. In P. Fletcher & M. Garman (Eds.), Language acquisition (2nd ed., pp. 69-89). Cambridge: Cambridge University Press.

Snow, C. E., Burns, M.S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.

Snyder, L., Bates, E., & Bretherton, I. (1981). Content and context in early lexical development. Journal of Child Language, 5, 565-582.

Stern, D. N. (1985). The interpersonal world of the infant: A view from psychoanalysis and developmental psychology. New York: Basic Books.

Tabors, P. O., Roach, K. A., & Snow, C. E. (2001). Home language and literacy environment: Final results. In D. K. Dickinson & P. O. Tabors (Eds.), Beginning literacy with language: Young children learning at home and school (pp. 111-138). Baltimore, MD: Paul H. Brookes.

Tamis-LeMonda, C. S., & Adolph, K. E. (in press). Social cognition in infant motor action. In B. Homer & C. S. Tamis-LeMonda (Eds.), The development of social cognition and communication. Mahwah, NJ: Erlbaum.

Tamis-LeMonda, C. S., & Bornstein, M. H. (1990). Language, play, and attention at one year. Infant Behavior and Development, 13, 85-98.

Tamis-LeMonda, C. S., & Bornstein, M. H. (1994). Specificity in mother-toddler language-play relations across the second year. Developmental Psychology, 30, 283-292.

Tamis-LeMonda, C. S., & Bornstein, M. H. (2002). Maternal responsiveness and early language acquisition. Advances in Child Development, 29, 89-127.

Tamis-LeMonda, C. S., Bornstein, M. H., & Baumwell, L. (2001). Maternal responsiveness and children's achievement of language milestones. Child Development, 72(3), 748-767.

Tamis-LeMonda, C. S., Bornstein, M. H., Kahana-Kalman, R., Baumwell, L., & Cyphers, L. (1998). Predicting variation in the timing of linguistic milestones in the second year: An events-history approach. Journal of Child Language, 25, 675-700.

Tamis-LeMonda, C. S., & Cabrera, N. (1999). Perspectives on father involvement: Research and Social policy. Society for Research in Child Development, Social Policy Report, Vol. XIII, No. 2.

Tamis-LeMonda, C. S., & Cabrera, N. (Eds.). (2002). Handbook of father involvement: Multidisciplinary perspectives. Mahwah, NJ: Erlbaum.

Tamis-LeMonda, C. S., Rodriguez, E. T., Spellmann, M., Raikes, H., Pan, B., & Luze, G. (2004, June). Children's early literacy experiences: Relations to language and cognitive outcomes at 14, 24, and 36 months of age. In H. Raikes (Chair), Language and literacy environments of toddlers in low-income families: Relations to cognitive and language development. Symposium conducted at Head Start's Seventh National Research Conference, Washington, DC.

Tamis-LeMonda, C. S., Shannon, J. D., Cabrera, N., & Lamb, M. (2004). Fathers and mothers at play with their 2- and 3-year-olds: Relations to children's language and cognitive development. Child Development, 75(6), 1806-1820.

Tomasello, M. (1992). First verbs: A case study of early grammatical development. Cambridge: Cambridge University Press.

Tomasello, M. (1993). On the interpersonal origins of self-concept. In U. Neisser (Ed.), The perceived self: Ecological and interpersonal sources of self-knowledge (pp. 174-184). Cambridge: Cambridge University Press.

Tomasello, M. (1995). Joint attention as a social cognition. In P. J. D. C. Moore (Ed.), Joint attention: Its origin and role in development (pp. 103-130). Hillsdale, NJ: Erlbaum.

Tomasello, M., & Farrar, M. J. (1986). Joint attention and early language. Child Development, 57, 1454-1463.

Trevarthen, C. (1993). The self born in intersubjectivity: The psychology of an infant communicating. In U. Neisser (Ed.), The perceived self: Ecological and interpersonal sources of self-knowledge (pp. 121-173). New York: Cambridge.

Volterra, V., Bates, E., Benigni, L., & Bretherton, I., & Ca-maioni, L. (1979). First words in language and action: A qualitative look. In E. Bates (Ed.), The emergence of symbols: Cognition and communication in infancy (pp. 141-222). New York: Academic Press.

Vygotsky, L. S. (1962). Thought and language. Cambridge, MA: MIT Press.

Whitehurst, G. J., Arnold, D. S., Epstein, J. N., Angell, A. L., Smith, M., & Fischel, J. (1994). A picture book reading intervention in day care and home for children from low-income families. Developmental Psychology, 30, 679-689.

Whitehurst, G. J., & Lonigan, C. J. (2003). Emergent literacy: Development from prereaders to readers. In S. B. Neu-man & D. K. Dickinson (Eds.), Handbook of early literacy research (pp. 11-29). New York: Guilford Press.

Willett, J. B., & Singer, J. D. (1991). From whether to when: New methods for studying student dropout and teacher attrition. Review of Educational Research, 61, 407-450.

Willett, J. B., & Singer, J. D. (1993). Investigating onset, cessation, relapse and recovery: Why you should, and how you can, use discrete-time survival analysis to examine event occurrence. Journal of Consulting and Clinical Psychology, 61, 952-965.

Woodward, A. L., & Markman, E. M. (1998). Early word learning. In D. Kuhn & R. S. Siegler (Eds.), Handbook of child psychology: Vol. 2. Cognition, perception, and language. New York: Wiley.

Was this article helpful?

0 0
Parenting Teens Special Report

Parenting Teens Special Report

Top Parenting Teenagers Tips. Everyone warns us about the terrible twos, but a toddler does not match the strife caused once children hit the terrible teens. Your precious children change from idolizing your every move to leaving you in the dust.

Get My Free Ebook

Post a comment