Roses Are Red, Socks Are Blue: Switching Dimensions Disrupts Young Children's Language Comprehension

scientific article

Roses Are Red, Socks Are Blue: Switching Dimensions Disrupts Young Children's Language Comprehension is …
instance of (P31):
scholarly articleQ13442814

External links are
P819ADS bibcode2016PLoSO..1158459P
P356DOI10.1371/JOURNAL.PONE.0158459
P932PMC publication ID4927186
P698PubMed publication ID27355690

P2093author name stringJenny R Saffran
Ron Pomper
P2860cites workThe unity and diversity of executive functions and their contributions to complex "Frontal Lobe" tasks: a latent variable analysisQ28143881
The development of executive function in early childhoodQ28238691
Real-time interpretation of novel events across childhoodQ30413155
Cognition assessment using the NIH Toolbox.Q30414317
Picking up speed in understanding: Speech processing efficiency and vocabulary growth across the 2nd yearQ30472951
The role of the left inferior frontal gyrus in implicit semantic competition and selection: An event-related fMRI studyQ30486938
The role of domain-general cognitive control in language comprehensionQ30577517
Helping children apply their knowledge to their behavior on a dimension-switching taskQ56659299
Developmentally Sensitive Measures of Executive Function in Preschool ChildrenQ56698355
When labels hurt but novelty helps: children's perseveration and flexibility in a card-sorting taskQ79361980
False-belief understanding in infantsQ34095460
The neural mechanisms of speech comprehension: fMRI studies of semantic ambiguity.Q34382126
The structure of executive function in 3-year-oldsQ34553419
The temporal dynamic of response inhibition in early childhood: an ERP study of partial and successful inhibition.Q34630865
Inhibitory Control Predicts Grammatical AbilityQ35867411
Knowing a lot for one's age: Vocabulary skill and not age is associated with anticipatory incremental sentence interpretation in children and adultsQ36030071
Taking your own path: Individual differences in executive function and language processing skills in child learnersQ36235974
Cognitive control and parsing: reexamining the role of Broca's area in sentence comprehensionQ36361905
Converging evidence for the processing costs associated with ambiguous quantifier comprehensionQ36732504
Different Executive Functions Support Different Kinds of Cognitive Flexibility: Evidence From 2-, 3-, and 4-Year-OldsQ37189811
Is a Pink Cow Still a Cow? Individual Differences in Toddlers' Vocabulary Knowledge and Lexical RepresentationsQ37313820
Co-localization of stroop and syntactic ambiguity resolution in Broca's area: implications for the neural basis of sentence processingQ37388706
The NIH Toolbox Cognition Battery: results from a large normative developmental sample (PING).Q37586167
Children's use of language context in lexical ambiguity resolutionQ38381915
Involvement of cognitive control in sentence comprehension: evidence from ERPsQ38391882
Resolving sentence ambiguity with planning and working memory resources: Evidence from fMRI.Q38396498
Neural correlates of semantic priming for ambiguous words: an event-related fMRI studyQ38401113
Incremental interpretation at verbs: restricting the domain of subsequent referenceQ38447380
Random effects structure for confirmatory hypothesis testing: Keep it maximalQ41851772
II. NIH Toolbox Cognition Battery (CB): measuring executive function and attentionQ45131323
Active versus latent representations: a neural network model of perseveration, dissociation, and decalage.Q48663613
What visual information do children and adults consider while switching between tasks? Eye-tracking investigation of cognitive flexibility development.Q48807151
The kindergarten-path effect: studying on-line sentence processing in young childrenQ49071494
P275copyright licenseCreative Commons Attribution 4.0 InternationalQ20007257
P6216copyright statuscopyrightedQ50423863
P4510describes a project that usesPraatQ378530
RStudioQ4798119
P433issue6
P407language of work or nameEnglishQ1860
P304page(s)e0158459
P577publication date2016-06-29
P1433published inPLOS OneQ564954
P1476titleRoses Are Red, Socks Are Blue: Switching Dimensions Disrupts Young Children's Language Comprehension
P478volume11