Haley A Vlach
Biographic Data
| ID | 6606122 |
|---|---|
| NAME | Haley A Vlach |
| GIVEN NAMES | Haley A |
| FAMILY NAME | Vlach |
| SIGNATURE | VLACH H A |
| AFFILIATIONS | University of Wisconsin–Madison |
| ORCID | 0000-0001-6905-2106 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Language context shapes bilingual children’s memory for newly encountered words
Little is known about language-dependent memory in bilingual children. The current study addresses this research gap by investigating the effect of changing language contexts on bilingual children’s word learning from storybooks using both immediate and delayed tests. Fifty-four Mandarin-English speaking children ( M age = 66.70 months; 22 females, 32 males; 88 % Asian, 12 % more than one race) in the United States read a storybook containing six…
The effects of speaker and exemplar variability in children’s cross-situational word learning
Nameability supports rule-based category learning in children and adults
The present study tested the hypothesis that verbal labels support category induction by providing compact hypotheses. Ninety-seven 4- to 6-year-old children (M = 63.2 months; 46 female, 51 male; 77% White, 8% more than one race, 4% Asian, and 3% Black; tested 2018) and 90 adults (M = 20.1 years; 70 female, 20 male) in the Midwestern United States learned novel categories with features that were easy (e.g., “red”) or difficult (e.g., “mauve”) to …
When time shifts the boundaries
Anti-representationalism in language development research
Ambridge argues that there is widespread agreement among child language researchers that learners store linguistic abstractions. In this commentary the authors first argue that this assumption is incorrect; anti-representationalist/exemplar views are pervasive in theories of child language. Next, the authors outline what has been learned from this body of work, including insights into mechanisms underlying language learning. Interestingly, some o…
No prominent works on this page.
Anti-representationalism in language development research
Ambridge argues that there is widespread agreement among child language researchers that learners store linguistic abstractions. In this commentary the authors first argue that this assumption is incorrect; anti-representationalist/exemplar views are pervasive in theories of child language. Next, the authors outline what has been learned from this body of work, including insights into mechanisms underlying language learning. Interestingly, some o…
When time shifts the boundaries
The effects of speaker and exemplar variability in children’s cross-situational word learning
Nameability supports rule-based category learning in children and adults
The present study tested the hypothesis that verbal labels support category induction by providing compact hypotheses. Ninety-seven 4- to 6-year-old children (M = 63.2 months; 46 female, 51 male; 77% White, 8% more than one race, 4% Asian, and 3% Black; tested 2018) and 90 adults (M = 20.1 years; 70 female, 20 male) in the Midwestern United States learned novel categories with features that were easy (e.g., “red”) or difficult (e.g., “mauve”) to …
Language context shapes bilingual children’s memory for newly encountered words
Little is known about language-dependent memory in bilingual children. The current study addresses this research gap by investigating the effect of changing language contexts on bilingual children’s word learning from storybooks using both immediate and delayed tests. Fifty-four Mandarin-English speaking children ( M age = 66.70 months; 22 females, 32 males; 88 % Asian, 12 % more than one race) in the United States read a storybook containing six…
Cognitive psychology (4 works) · Language Development and Disorders (4 works) · Psychology (4 works) · Reading and Literacy Development (3 works) · Categorization (2 works) · Categorization, perception, and language (2 works) · Child and Animal Learning Development (2 works) · Computer Science (2 works) · Concept learning (2 works) · Developmental psychology (2 works)