| scholarly article | Q13442814 |
| P50 | author | Kathy Hirsh-Pasek | Q6377240 |
| Helen Tager-Flusberg | Q16499850 | ||
| Roberta Michnick Golinkoff | Q16735286 | ||
| P2093 | author name string | Elizabeth A Hennon | |
| Julia Parish-Morris | |||
| P2860 | cites work | The Weak Coherence Account: Detail-focused Cognitive Style in Autism Spectrum Disorders | Q22252652 |
| Prelinguistic predictors of vocabulary in young children with autism spectrum disorders | Q50304828 | ||
| Brief report: the relationship between discourse deficits and autism symptomatology | Q50305638 | ||
| Eyes are special but not for everyone: the case of autism | Q50305754 | ||
| Gaze and arrow cueing of attention reveals individual differences along the autism spectrum as a function of target context. | Q50306400 | ||
| Understanding teasing: lessons from children with autism | Q50306603 | ||
| A new social communication intervention for children with autism: pilot randomised controlled treatment study suggesting effectiveness | Q50307435 | ||
| Joint attention and language in autism and developmental language delay | Q50341645 | ||
| Eye contact does not facilitate detection in children with autism | Q50344719 | ||
| The absence of a shape bias in children's word learning. | Q52031627 | ||
| Conceptual information permeates word learning in infancy. | Q52049124 | ||
| The specificity of environmental influence: socioeconomic status affects early vocabulary development via maternal speech. | Q52099236 | ||
| How specific is the shape bias? | Q52108185 | ||
| Word learning in the context of referential and salience cues. | Q52180115 | ||
| Memory and attention make smart word learning: an alternative account of Akhtar, Carpenter, and Tomasello. | Q52189874 | ||
| The emerging ability to comprehend language: an experimental approach. | Q52299132 | ||
| Delineating the role of stimulus enhancement and emulation learning in the behavioural re-enactment paradigm | Q57421518 | ||
| An Investigation of Language Impairment in Autism: Implications for Genetic Subgroups | Q30500087 | ||
| The role of inferences about referential intent in word learning: evidence from autism | Q33341218 | ||
| Causes and consequences of imitation | Q33949782 | ||
| Social understanding in autism: eye gaze as a measure of core insights | Q33956989 | ||
| Defining the intellectual profile of Asperger Syndrome: comparison with high-functioning autism | Q33980078 | ||
| Understanding the Intentions of Others: Re-Enactment of Intended Acts by 18-Month-Old Children | Q34065152 | ||
| Prevalence of autism in a US metropolitan area | Q34167302 | ||
| Use of the mutual exclusivity assumption by young word learners | Q34269904 | ||
| A psychological approach to understanding the social and language impairments in autism | Q34312413 | ||
| The influence of language on theory of mind: a training study | Q34312419 | ||
| Emotional understanding, cooperation, and social behavior in high-functioning children with autism | Q34389244 | ||
| Annotation: the neural basis of social impairments in autism: the role of the dorsal medial-frontal cortex and anterior cingulate system | Q35213411 | ||
| Matching preschool children with autism spectrum disorders and comparison children for language ability: methodological challenges | Q35751640 | ||
| On mosaics and melting pots: conceptual considerations of comparison and matching strategies | Q35751644 | ||
| Strategies for conducting research on language in autism | Q35751648 | ||
| The birth of words: ten-month-olds learn words through perceptual salience | Q36207863 | ||
| Asperger syndrome in children | Q36207888 | ||
| Linguistic cues enhance the learning of perceptual cues | Q36327749 | ||
| When less is more: how infants learn to form an abstract categorical representation of support | Q37226918 | ||
| Infants' learning about words and sounds in relation to objects | Q37536661 | ||
| Theories of early language acquisition | Q37827596 | ||
| From the lexicon to expectations about kinds: a role for associative learning | Q38520730 | ||
| Labels increase attention to novel objects in children with autism and comprehension-matched children with typical development | Q40327161 | ||
| Matching procedures in autism research: evidence from meta-analytic studies | Q40516036 | ||
| Attention orienting by another's gaze direction in children with autism | Q40520899 | ||
| Predicting language outcome in infants with autism and pervasive developmental disorder | Q40576015 | ||
| Affective sharing in the context of joint attention interactions of normal, autistic, and mentally retarded children | Q41197150 | ||
| Diagnosis and definition of childhood autism | Q42153662 | ||
| Targets and cues: gaze-following in children with autism | Q42685851 | ||
| The robustness of learning through overhearing | Q46325834 | ||
| Mind and body: concepts of human cognition, physiology and false belief in children with autism or typical development | Q47253500 | ||
| Socioeconomic status and cultural influences on language | Q47277612 | ||
| The relationship between vocabulary, grammar, and false belief task performance in children with autistic spectrum disorders and children with moderate learning difficulties | Q47281705 | ||
| Understanding of others' intentions in children with autism | Q47587144 | ||
| Behavioral manifestations of autism in the first year of life | Q47620861 | ||
| Brief report: developmental change in theory of mind abilities in children with autism | Q47642208 | ||
| Social communication in children with autism: the relationship between theory of mind and discourse development | Q48490407 | ||
| Two-year-olds' sensitivity to speakers' intent: an alternative account of Samuelson and Smith | Q48527952 | ||
| Deviant gaze processing in children with autism: an ERP study | Q48859484 | ||
| Early social communicative behaviours of preschoolers with autism spectrum disorder during interaction with their mothers | Q49105575 | ||
| Do children with autism use the speaker's direction of gaze strategy to crack the code of language? | Q50302694 | ||
| Predicting and explaining behavior: a comparison of autistic, mentally retarded and normal children | Q50304181 | ||
| P433 | issue | 4 | |
| P921 | main subject | autism | Q38404 |
| autistic child | Q110955678 | ||
| P304 | page(s) | 1265-1287 | |
| P577 | publication date | 2007-07-01 | |
| P1433 | published in | Child Development | Q5097720 |
| P1476 | title | Children with autism illuminate the role of social intention in word learning | |
| P478 | volume | 78 |
| Q30370650 | A review of recent reports on autism: 1000 studies published in 2007. |
| Q30460197 | Abstractness and continuity in the syntactic development of young children with autism |
| Q57169506 | Acquisition of Verb Meaning From Syntactic Distribution in Preschoolers With Autism Spectrum Disorder |
| Q47940779 | Attempting to "Increase Intake from the Input": Attention and Word Learning in Children with Autism |
| Q33659873 | Attention and word learning in autistic, language delayed and typically developing children |
| Q50313619 | Attentional Learning Helps Language Acquisition Take Shape for Atypically Developing Children, Not Just Children with Autism Spectrum Disorders |
| Q33791605 | Atypical gaze following in autism: a comparison of three potential mechanisms |
| Q90380718 | Atypicalities in sleep and semantic consolidation in autism |
| Q93366588 | Auditory-visual misalignment: A theoretical perspective on vocabulary delays in children with ASD |
| Q89414960 | Brief Report: Learning Language Through Overhearing in Children with ASD |
| Q47830582 | Brief report: Do children with autism gather information from social contexts to aid their word learning? |
| Q50306855 | Brief report: are children with autism proficient word learners? |
| Q30597750 | Children with ASD can use gaze in support of word recognition and learning |
| Q50304846 | Children's referential understanding of novel words and parent labeling behaviors: similarities across children with and without autism spectrum disorders |
| Q50303298 | Do reciprocal associations exist between social and language pathways in preschoolers with autism spectrum disorders? |
| Q33354844 | Failure to learn from feedback underlies word learning difficulties in toddlers at risk for autism |
| Q48590554 | Gaze following, gaze reading, and word learning in children at risk for autism |
| Q35891349 | How children with autism extend new words. |
| Q35562918 | How parents introduce new words to young children: The influence of development and developmental disorders |
| Q50551665 | Is It a Name or a Fact? Disambiguation of Reference Via Exclusivity and Pragmatic Reasoning. |
| Q43945895 | King Solomon's take on word learning: an integrative account from the radical middle |
| Q38434299 | Learning and consolidation of new spoken words in autism spectrum disorder |
| Q93002359 | Lexical Development in Young Children With Autism Spectrum Disorder (ASD): How ASD May Affect Intake From the Input |
| Q47201306 | Longitudinal associations across vocabulary modalities in children with autism and typical development. |
| Q50345865 | Orthography facilitates vocabulary learning for children with autism spectrum disorders (ASD). |
| Q40531287 | Pragmatics in autism spectrum disorder: recent developments |
| Q49283564 | Prelinguistic foundations of verb learning: Infants discriminate and categorize dynamic human actions |
| Q50311398 | Recognition and language in low functioning autism |
| Q38377223 | Semantic richness and word learning in children with autism spectrum disorder. |
| Q38170094 | Sources of variation in developmental language disorders: evidence from eye-tracking studies of sentence production |
| Q90624652 | Task-appropriate input supports word-object association in 14-month-old female infants |
| Q50346501 | The impact of bilingual environments on language development in children with autism spectrum disorders |
| Q38674788 | The integrity of lexical acquisition mechanisms in autism spectrum disorders: A research review |
| Q52658979 | Understanding the Linguistic Needs of Diverse Individuals with Autism Spectrum Disorder: Some Comments on the Research Literature and Suggestions for Clinicians. |
| Q37547155 | Verbal labels increase the salience of novel objects for preschoolers with typical development and Williams syndrome, but not in autism. |
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