Kelly Escobar
Datos Biográficos
| ID | 6748847 |
|---|---|
| NOMBRE | Kelly Escobar |
| NOMBRES | Kelly |
| APELLIDO | Escobar |
| FIRMA | ESCOBAR K |
| AFILIACIONES | New York University |
| VERIFICADO | No |
| TOTAL DE OBRAS | 5 |
| TOTAL DE CITAS | 0 |
| TOTAL COMO AUTOR | 5 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2015 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2024 |
| ÍNDICE H | 0 |
Routine Language Intervention
Heterogeneity in the trajectories of US Latine mothers’ dual-language input from infancy to preschool
We longitudinally examined the trajectories of Latine mothers’ ( N = 116) language input to their children during book-sharing interactions at four points in development, when children were between ages 2 and 5 years. Mother–child dyads were video-recorded sharing a wordless picture book, and transcriptions of mothers’ and children’s language yielded word types in Spanish and English at each assessment wave. Three distinct trajectories of change …
Early Bilingualism Through the Looking Glass
During the early years, children's language skills are developing rapidly. For bilingual children, the development of both languages is highly sensitive to environmental input. Thus, capturing bilingualism in the early years poses a great challenge for researchers, especially those interested in examining how bilingualism might relate to other developmental areas, such as self-regulation. Traditionally, child development researchers have operatio…
Power in methods
Methods can powerfully affect conclusions about infant experiences and learning. Data from naturalistic observations may paint a very different picture of learning and development from those based on structured tasks, as illustrated in studies of infant walking, object permanence, intention understanding, and so forth. Using language as a model system, we compared the speech of 40 mothers to their 13‐month‐old infants during structured play and n…
Crawling Predicts Infants’ Understanding of Agents’ Navigation of Obstacles
We investigated whether crawling versus noncrawling infants interpret an agent's movements around an obstacle as goal‐directed. Infants (6–9 months) were habituated to a self‐propelled circle jumping over an obstacle to reach a goal. When the obstacle was removed, infants who crawled ( n = 13) showed longer looking time to the familiar but now nonrational jumping path versus a novel but rational straight‐line path. Noncrawlers ( n = 17) did not d…
Sin obras prominentes en esta página.
Crawling Predicts Infants’ Understanding of Agents’ Navigation of Obstacles
We investigated whether crawling versus noncrawling infants interpret an agent's movements around an obstacle as goal‐directed. Infants (6–9 months) were habituated to a self‐propelled circle jumping over an obstacle to reach a goal. When the obstacle was removed, infants who crawled ( n = 13) showed longer looking time to the familiar but now nonrational jumping path versus a novel but rational straight‐line path. Noncrawlers ( n = 17) did not d…
Early Bilingualism Through the Looking Glass
During the early years, children's language skills are developing rapidly. For bilingual children, the development of both languages is highly sensitive to environmental input. Thus, capturing bilingualism in the early years poses a great challenge for researchers, especially those interested in examining how bilingualism might relate to other developmental areas, such as self-regulation. Traditionally, child development researchers have operatio…
Power in methods
Methods can powerfully affect conclusions about infant experiences and learning. Data from naturalistic observations may paint a very different picture of learning and development from those based on structured tasks, as illustrated in studies of infant walking, object permanence, intention understanding, and so forth. Using language as a model system, we compared the speech of 40 mothers to their 13‐month‐old infants during structured play and n…
Heterogeneity in the trajectories of US Latine mothers’ dual-language input from infancy to preschool
We longitudinally examined the trajectories of Latine mothers’ ( N = 116) language input to their children during book-sharing interactions at four points in development, when children were between ages 2 and 5 years. Mother–child dyads were video-recorded sharing a wordless picture book, and transcriptions of mothers’ and children’s language yielded word types in Spanish and English at each assessment wave. Three distinct trajectories of change …
Routine Language Intervention
Developmental psychology (4 obras) · Language Development and Disorders (4 obras) · Psychology (4 obras) · Communication (3 obras) · Linguistics (3 obras) · Multilingual Education and Policy (3 obras) · Child and Animal Learning Development (2 obras) · Cognitive psychology (2 obras) · Early Childhood Education and Development (2 obras) · Language acquisition (2 obras)