Margaret Friend

researcher ORCID ID = 0000-0002-5477-041X

Margaret Friend is …
instance of (P31):
humanQ5

External links are
P2381Academic Tree ID741986
P6178Dimensions author ID01215120157.17
P496ORCID iD0000-0002-5477-041X
P1153Scopus author ID7005070737

P1416affiliationSan Diego State University College of SciencesQ7413734
San Diego State University Department of PsychologyQ101028761
P734family nameFriendQ5504003
FriendQ5504003
FriendQ5504003
P101field of workpsychologyQ9418
P735given nameMargaretQ4963612
MargaretQ4963612
P106occupationuniversity teacherQ1622272
P21sex or genderfemaleQ6581072

Reverse relations

author (P50)
Q89231055"A cross-language study of decontextualized vocabulary comprehension in toddlerhood and kindergarten readiness": Correction to Friend et al. (2018)
Q33888614A Longitudinal Assessment of the Home Literacy Environment and Early Language.
Q51131625A comparison of content-masking procedures for obtaining judgments of discrete affective states.
Q52605153A cross-language study of decontextualized vocabulary comprehension in toddlerhood and kindergarten readiness.
Q30366834Action Interrupted: Processing of Movement and Breakpoints in Toddlers and Adults
Q30433406An infant-based assessment of early lexicon acquisition.
Q38380199Assessing a continuum of lexical-semantic knowledge in the second year of life: A multimodal approach
Q46663251Beyond event segmentation: spatial- and social-cognitive processes in verb-to-action mapping.
Q46138353Developmental changes in maternal education and minimal exposure effects on vocabulary in English- and Spanish-learning toddlers
Q33905123Developmental changes in sensitivity to vocal paralanguage.
Q41151123Dog or chien? Translation equivalents in the receptive and expressive vocabularies of young French-English bilinguals
Q40990208Evaluating the predictive validity of the computerized comprehension task: comprehension predicts production.
Q57785305Language status at age 3: Group and individual prediction from vocabulary comprehension in the second year
Q55259018Lexical Access in the Second Year: a Study of Monolingual and Bilingual Vocabulary Development.
Q36917703Lexical processing and organization in bilingual first language acquisition: Guiding future research
Q30375156Looking and touching: what extant approaches reveal about the structure of early word knowledge.
Q36655660Minimal second language exposure, SES, and early word comprehension: New evidence from a direct assessment
Q33588684The Language Exposure Assessment Tool: Quantifying Language Exposure in Infants and Children
Q36244195The effects of bilingual growth on toddlers' executive function
Q27305057The organization of words and environmental sounds in memory
Q91217507The organization of words and environmental sounds in the second year: Behavioral and electrophysiological evidence
Q91295637The relation between phonological and lexical development in French-speaking children
Q33902369The transition from affective to linguistic meaning.
Q33659301The union of narrative and executive function: different but complementary
Q56379039Translation equivalents facilitate lexical access in very young bilinguals
Q49757753Vocabulary size and speed of word recognition in very young French-English bilinguals: A longitudinal study
Q36348954Vocabulary size, translation equivalents, and efficiency in word recognition in very young bilinguals
Q41154062What Should I Do? Behavior Regulation by Language and Paralanguage in Early Childhood