Marianella Casasola
Biographic Data
| ID | 5757479 |
|---|---|
| NAME | Marianella Casasola |
| GIVEN NAMES | Marianella |
| FAMILY NAME | Casasola |
| SIGNATURE | CASASOLA M |
| AFFILIATIONS | Cornell University |
| ORCID | 0000-0002-8827-5345 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 32 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1998 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Parents’ multimodal spatial language structures infants’ in-the-moment attention during spatial play
We asked how caregivers use spatial language and deictic gestures, in addition to object labeling, with their infants during spatial play, and how such spatial multimodal input scaffolds infants' in-the-moment attention. Forty-nine North American middle-class racially and ethnically diverse caregivers (four fathers, 45 mothers; 51% White and not Hispanic) and their 9-month-old infants (15 girls, 34 boys; 43% White and not Hispanic) played with a …
Comparing apples to manzanas and oranges to naranjas
The valid assessment of vocabulary development in dual‐language‐learning infants is critical to developmental science. We developed the Dual Language Learners English‐Spanish (DLL‐ES) Inventories to measure vocabularies of U.S. English‐Spanish DLLs. The inventories provide translation equivalents for all Spanish and English items on Communicative Development Inventory (CDI) short forms; extended inventories based on CDI long forms; and Spanish la…
Are You an Animal Too? US and Malawian Infants' Categorization of Plastic and Wooden Animal Replicas
In this study, we examined the effects of infant country and exemplar material on 24 US and 22 Malawian (African) 15‐month‐olds' categorization of animals versus vehicles. Following familiarization with either plastic or wooden animal replicas, infants were tested with objects of both materials in a standard object‐examining task. Both US and Malawian infants demonstrated category formation regardless of the material of the animal replicas. In ad…
English- and Mandarin-learning infants’ discrimination of actions and objects in dynamic events
The present studies examined the role of linguistic experience in directing English and Mandarin learners' attention to aspects of a visual scene. Specifically, they asked whether young language learners in these 2 cultures attend to differential aspects of a word-learning situation. Two groups of English and Mandarin learners, 6-8-month-olds (n = 65) and 17-19-month-olds (n = 91), participated in 2 studies, based on a habituation paradigm, desig…
The Development of Specialized Processing of Own‐Race Faces in Infancy
In this study, we examined developmental changes in infants' processing of own‐ versus other‐race faces. Caucasian American 8‐month‐olds (Experiment 1) and 4‐month‐olds (Experiment 2) were tested in a habituation‐switch procedure designed to assess holistic (attending to the relationship between internal and external features of the face) versus featural (attending to individual features of the face) processing of faces. Eight‐month‐olds demonstr…
Learning to form a spatial category of tight-fit relations
Two experiments explored the ability of 18-month-old infants to form an abstract categorical representation of tight-fit spatial relations in a visual habituation task. In Experiment 1, infants formed an abstract spatial category when hearing a familiar word (tight) during habituation but not when viewing the events in silence or when hearing a novel word. In Experiment 2, infants were given experience viewing and producing tight-fit relations wh…
Can English-learning toddlers acquire and generalize a novel spatial word
English-learning toddlers of 21 and 22 months were taught a novel spatial word for four actions resulting in a tight-fit spatial relation, a relation that is lexically marked in Korean but not English (Choi & Bowerman, 1991). Toddlers in a control condition viewed the same tight-fit action events without the novel word. Toddlers' comprehension of the novel word was tested in a preferential-looking paradigm. Across four videotaped pairs of action …
Can Language Do the Driving? The Effect of Linguistic Input on Infants' Categorization of Support Spatial Relations
Two experiments explored the effect of linguistic input on 18-month-olds' ability to form an abstract categorical representation of support. Infants were habituated to 4 support events (i.e., one object placed on another) and were tested with a novel support and a novel containment event. Infants formed an abstract category of support (i.e., looked significantly longer at the novel than familiar relation) when hearing the word "on" during habitua…
Month‐Old Infants Form Novel Word—Spatial Relation Associations
This study explored 14‐month‐old infants' ability to form novel word‐spatial relation associations. During habituation, infants heard 1 novel word (e.g., teek ) while viewing dynamic containment events (i.e., Big Bird placed in a box) and, on other habituation trials, a second novel word (e.g., blick ) while viewing dynamic support events (i.e., Big Bird placed on the box). Each novel word was presented in a sentence (e.g., “She's putting Big Bir…
Infants' association of linguistic labels with causal actions
Six experiments examined infants' ability to associate nonsense words with 2 causal actions: pushing and pulling. Although Experiment 1 found that 14-month-olds failed to form word-action associations, 18-month-olds in Experiment 2 provided reliable evidence of doing so. Additional experiments explored why 14-month-olds may not have formed such an association. Experiment 3 examined 14-month-olds' ability to discriminate a change in either the act…
Acquisition of word–object associations by 14-month-old infants
Acquisition of word–object associations by 14-month-old infants
Can Language Do the Driving? The Effect of Linguistic Input on Infants' Categorization of Support Spatial Relations
Two experiments explored the effect of linguistic input on 18-month-olds' ability to form an abstract categorical representation of support. Infants were habituated to 4 support events (i.e., one object placed on another) and were tested with a novel support and a novel containment event. Infants formed an abstract category of support (i.e., looked significantly longer at the novel than familiar relation) when hearing the word "on" during habitua…
Infants' association of linguistic labels with causal actions
Six experiments examined infants' ability to associate nonsense words with 2 causal actions: pushing and pulling. Although Experiment 1 found that 14-month-olds failed to form word-action associations, 18-month-olds in Experiment 2 provided reliable evidence of doing so. Additional experiments explored why 14-month-olds may not have formed such an association. Experiment 3 examined 14-month-olds' ability to discriminate a change in either the act…
English- and Mandarin-learning infants’ discrimination of actions and objects in dynamic events
The present studies examined the role of linguistic experience in directing English and Mandarin learners' attention to aspects of a visual scene. Specifically, they asked whether young language learners in these 2 cultures attend to differential aspects of a word-learning situation. Two groups of English and Mandarin learners, 6-8-month-olds (n = 65) and 17-19-month-olds (n = 91), participated in 2 studies, based on a habituation paradigm, desig…
Learning to form a spatial category of tight-fit relations
Two experiments explored the ability of 18-month-old infants to form an abstract categorical representation of tight-fit spatial relations in a visual habituation task. In Experiment 1, infants formed an abstract spatial category when hearing a familiar word (tight) during habituation but not when viewing the events in silence or when hearing a novel word. In Experiment 2, infants were given experience viewing and producing tight-fit relations wh…
Acquisition of word–object associations by 14-month-old infants
Infants' association of linguistic labels with causal actions
Six experiments examined infants' ability to associate nonsense words with 2 causal actions: pushing and pulling. Although Experiment 1 found that 14-month-olds failed to form word-action associations, 18-month-olds in Experiment 2 provided reliable evidence of doing so. Additional experiments explored why 14-month-olds may not have formed such an association. Experiment 3 examined 14-month-olds' ability to discriminate a change in either the act…
Month‐Old Infants Form Novel Word—Spatial Relation Associations
This study explored 14‐month‐old infants' ability to form novel word‐spatial relation associations. During habituation, infants heard 1 novel word (e.g., teek ) while viewing dynamic containment events (i.e., Big Bird placed in a box) and, on other habituation trials, a second novel word (e.g., blick ) while viewing dynamic support events (i.e., Big Bird placed on the box). Each novel word was presented in a sentence (e.g., “She's putting Big Bir…
Can Language Do the Driving? The Effect of Linguistic Input on Infants' Categorization of Support Spatial Relations
Two experiments explored the effect of linguistic input on 18-month-olds' ability to form an abstract categorical representation of support. Infants were habituated to 4 support events (i.e., one object placed on another) and were tested with a novel support and a novel containment event. Infants formed an abstract category of support (i.e., looked significantly longer at the novel than familiar relation) when hearing the word "on" during habitua…
Can English-learning toddlers acquire and generalize a novel spatial word
English-learning toddlers of 21 and 22 months were taught a novel spatial word for four actions resulting in a tight-fit spatial relation, a relation that is lexically marked in Korean but not English (Choi & Bowerman, 1991). Toddlers in a control condition viewed the same tight-fit action events without the novel word. Toddlers' comprehension of the novel word was tested in a preferential-looking paradigm. Across four videotaped pairs of action …
The Development of Specialized Processing of Own‐Race Faces in Infancy
In this study, we examined developmental changes in infants' processing of own‐ versus other‐race faces. Caucasian American 8‐month‐olds (Experiment 1) and 4‐month‐olds (Experiment 2) were tested in a habituation‐switch procedure designed to assess holistic (attending to the relationship between internal and external features of the face) versus featural (attending to individual features of the face) processing of faces. Eight‐month‐olds demonstr…
Learning to form a spatial category of tight-fit relations
Two experiments explored the ability of 18-month-old infants to form an abstract categorical representation of tight-fit spatial relations in a visual habituation task. In Experiment 1, infants formed an abstract spatial category when hearing a familiar word (tight) during habituation but not when viewing the events in silence or when hearing a novel word. In Experiment 2, infants were given experience viewing and producing tight-fit relations wh…
Are You an Animal Too? US and Malawian Infants' Categorization of Plastic and Wooden Animal Replicas
In this study, we examined the effects of infant country and exemplar material on 24 US and 22 Malawian (African) 15‐month‐olds' categorization of animals versus vehicles. Following familiarization with either plastic or wooden animal replicas, infants were tested with objects of both materials in a standard object‐examining task. Both US and Malawian infants demonstrated category formation regardless of the material of the animal replicas. In ad…
English- and Mandarin-learning infants’ discrimination of actions and objects in dynamic events
The present studies examined the role of linguistic experience in directing English and Mandarin learners' attention to aspects of a visual scene. Specifically, they asked whether young language learners in these 2 cultures attend to differential aspects of a word-learning situation. Two groups of English and Mandarin learners, 6-8-month-olds (n = 65) and 17-19-month-olds (n = 91), participated in 2 studies, based on a habituation paradigm, desig…
Comparing apples to manzanas and oranges to naranjas
The valid assessment of vocabulary development in dual‐language‐learning infants is critical to developmental science. We developed the Dual Language Learners English‐Spanish (DLL‐ES) Inventories to measure vocabularies of U.S. English‐Spanish DLLs. The inventories provide translation equivalents for all Spanish and English items on Communicative Development Inventory (CDI) short forms; extended inventories based on CDI long forms; and Spanish la…
Parents’ multimodal spatial language structures infants’ in-the-moment attention during spatial play
We asked how caregivers use spatial language and deictic gestures, in addition to object labeling, with their infants during spatial play, and how such spatial multimodal input scaffolds infants' in-the-moment attention. Forty-nine North American middle-class racially and ethnically diverse caregivers (four fathers, 45 mothers; 51% White and not Hispanic) and their 9-month-old infants (15 girls, 34 boys; 43% White and not Hispanic) played with a …
Psychology (11 works) · Cognitive psychology (9 works) · Child and Animal Learning Development (8 works) · Developmental psychology (8 works) · Linguistics (8 works) · Computer Science (6 works) · Categorization, perception, and language (5 works) · Artificial Intelligence (4 works) · Habituation (4 works) · Language Development and Disorders (4 works)