Catharine H Echols
Biographic Data
| ID | 5759642 |
|---|---|
| NAME | Catharine H Echols |
| GIVEN NAMES | Catharine H |
| FAMILY NAME | Echols |
| SIGNATURE | ECHOLS C H |
| AFFILIATIONS | The University of Texas at Austin |
| ORCID | 0000-0001-7886-0885 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 5 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 2013 |
| H-INDEX | 1 |
Developmental differences in the relative weighing of informants' social attributes
We examined whether similarity, familiarity, and reliability cues guide children's learning and whether these cues are weighed differently with age. Three- to 5-year-olds (n = 184) met 2 informant puppets, 1 of which was similar (Experiment 1) or familiar (Experiment 2) to the participants. Initially, children's preference for either informant was measured. Children selected similar and familiar informants--over dissimilar and unfamiliar ones--as…
Year‐Old Children Use Animacy and Syntax to Learn a New Noun
We examine how attention to animacy information may contribute to children's developing knowledge of language. This research extends beyond prior research in that children were shown dynamic events with novel entities, and were asked not only to comprehend sentences but to use sentence structure to infer the meaning of a new word. In a 4 × 3 design, animacy status (e.g., animate agent, inanimate patient) and labeling syntax (agent, patient, nonla…
Comment on Ann Peters' ‘Filler syllables
Peters' note is valuable as an overview of current knowledge about filler syllables, in part because it clarifies how much we do NOT know about these elements. The note also points to the potential value of filler syllables for theoretical accounts of early language development, including contrasting predictions derived from nativist accounts against those that Peters describes as ‘constructivist.’ Characterizing the nature and function of filler…
The role of stress and articulatory difficulty in children's early productions
Interactions between stress level and articulatory difficulty as influences on children's early words were investigated in an elicited imitation task. Thirty-two 26-month-old children were asked to imitate nonsense-word stimuli containing target syllables that varied in articulatory difficulty and level of stress. Both factors had significant effects on aspects of the children's imitations, although the relative contributions of each differed for…
Developmental differences in the relative weighing of informants' social attributes
We examined whether similarity, familiarity, and reliability cues guide children's learning and whether these cues are weighed differently with age. Three- to 5-year-olds (n = 184) met 2 informant puppets, 1 of which was similar (Experiment 1) or familiar (Experiment 2) to the participants. Initially, children's preference for either informant was measured. Children selected similar and familiar informants--over dissimilar and unfamiliar ones--as…
The role of stress and articulatory difficulty in children's early productions
Interactions between stress level and articulatory difficulty as influences on children's early words were investigated in an elicited imitation task. Thirty-two 26-month-old children were asked to imitate nonsense-word stimuli containing target syllables that varied in articulatory difficulty and level of stress. Both factors had significant effects on aspects of the children's imitations, although the relative contributions of each differed for…
Comment on Ann Peters' ‘Filler syllables
Peters' note is valuable as an overview of current knowledge about filler syllables, in part because it clarifies how much we do NOT know about these elements. The note also points to the potential value of filler syllables for theoretical accounts of early language development, including contrasting predictions derived from nativist accounts against those that Peters describes as ‘constructivist.’ Characterizing the nature and function of filler…
Year‐Old Children Use Animacy and Syntax to Learn a New Noun
We examine how attention to animacy information may contribute to children's developing knowledge of language. This research extends beyond prior research in that children were shown dynamic events with novel entities, and were asked not only to comprehend sentences but to use sentence structure to infer the meaning of a new word. In a 4 × 3 design, animacy status (e.g., animate agent, inanimate patient) and labeling syntax (agent, patient, nonla…
Developmental differences in the relative weighing of informants' social attributes
We examined whether similarity, familiarity, and reliability cues guide children's learning and whether these cues are weighed differently with age. Three- to 5-year-olds (n = 184) met 2 informant puppets, 1 of which was similar (Experiment 1) or familiar (Experiment 2) to the participants. Initially, children's preference for either informant was measured. Children selected similar and familiar informants--over dissimilar and unfamiliar ones--as…
Psychology (4 works) · Cognitive psychology (3 works) · Linguistics (3 works) · Child and Animal Learning Development (2 works) · Developmental psychology (2 works) · Language Development and Disorders (2 works) · Phonetics and Phonology Research (2 works) · Phonology (2 works) · Social Psychology (2 works) · Social Psychology (2 works)