Các bài viết có thể truy cập công khai - Jessica SullivanTìm hiểu thêm
Có tại một số nơi: 15
A collaborative approach to infant research: Promoting reproducibility, best practices, and theory‐building
MC Frank, E Bergelson, C Bergmann, A Cristia, C Floccia, J Gervain, ...
Infancy 22 (4), 421-435, 2017
Các cơ quan ủy nhiệm: US National Institutes of Health, UK Economic and Social Research Council
SAYCam: A large, longitudinal audiovisual dataset recorded from the infant’s perspective
J Sullivan, M Mei, A Perfors, E Wojcik, MC Frank
Open mind 5, 20-29, 2022
Các cơ quan ủy nhiệm: US National Institutes of Health
Does Grammatical Structure Accelerate Number Word Learning? Evidence from Learners of Dual and Non-Dual Dialects of Slovenian
F Marušič, V Plesničar, T Razboršek, J Sullivan, D Barner
PLOS ONE 11 (8), e0159208, 2016
Các cơ quan ủy nhiệm: US National Science Foundation, Slovenian Research Agency
Discourse bootstrapping: preschoolers use linguistic discourse to learn new words
J Sullivan, D Barner
Developmental science 19 (1), 63-75, 2016
Các cơ quan ủy nhiệm: US National Science Foundation
Improving the generalizability of infant psychological research: The ManyBabies model
I Visser, C Bergmann, K Byers-Heinlein, R Dal Ben, W Duch, S Forbes, ...
Behavioral and Brain Sciences 45, e35, 2022
Các cơ quan ủy nhiệm: UK Economic and Social Research Council
Do children use language structure to discover the recursive rules of counting?
RM Schneider, J Sullivan, F Marušič, P Biswas, P Mišmaš, V Plesničar, ...
Cognitive psychology 117, 101263, 2020
Các cơ quan ủy nhiệm: US National Science Foundation, Slovenian Research Agency
Intensive Math Training Does not Affect Approximate Number Acuity: Evidence From a Three-Year Longitudinal Curriculum Intervention
J Sullivan, MC Frank, D Barner
Journal of Numerical Cognition 2 (2), 57-76, 2016
Các cơ quan ủy nhiệm: US National Science Foundation
What counts? Sources of knowledge in children’s acquisition of the successor function
RM Schneider, J Sullivan, K Guo, D Barner
Child Development 92 (4), e476-e492, 2021
Các cơ quan ủy nhiệm: US National Science Foundation
Counting to Infinity: Does learning the syntax of the count list predict knowledge that numbers are infinite?
J Chu, P Cheung, RM Schneider, J Sullivan, D Barner
Cognitive Science 44 (8), e12875, 2020
Các cơ quan ủy nhiệm: US National Science Foundation
Prosocial Predictions by Bottlenose Dolphins (Tursiops spp.) Based on Motion Patterns in Visual Stimuli
CM Johnson, J Sullivan, J Jensen, C Buck, J Trexel, J St. Leger
Psychological science 29 (9), 1405-1413, 2018
Các cơ quan ủy nhiệm: US National Science Foundation
Most Preschoolers Don’t Know Most
J Sullivan, A Bale, D Barner
Language Learning and Development 4, 320-338, 2018
Các cơ quan ủy nhiệm: US National Science Foundation
Language-specific numerical estimation in bilingual children
E Marchand, S Wade, J Sullivan, D Barner
Journal of Experimental Child Psychology 197, 104860, 2020
Các cơ quan ủy nhiệm: US National Science Foundation, Social Sciences and Humanities Research …
Do children derive exact meanings pragmatically? Evidence from a dual morphology language
F Marušič, A Saksida, J Sullivan, D Skordos, Y Wang, D Barner
Cognition 207, 104527, 2021
Các cơ quan ủy nhiệm: US National Science Foundation, Slovenian Research Agency
Differentiating scalar implicature from exclusion inferences in language acquisition
J SULLIVAN, K Davidson, W Shirlene, D Barner
Journal of child language 46 (4), 733-759, 2019
Các cơ quan ủy nhiệm: US National Science Foundation
Everything is Infinite: Children’s Beliefs About Endless Space, Time, and Number
J Sullivan, S Cramer-Benjamin, J Alvarez, D Barner
Open Mind 7, 715-731, 2023
Các cơ quan ủy nhiệm: US National Science Foundation
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