Alexander S LaTourrette
Biographic Data
| ID | 7350353 |
|---|---|
| NAME | Alexander S LaTourrette |
| GIVEN NAMES | Alexander S |
| FAMILY NAME | LaTourrette |
| SIGNATURE | LATOURRETTE A S |
| AFFILIATIONS | Department of Psychology Northwestern University Evanston Illinois USA |
| ORCID | 0000-0003-3414-8647 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Close enough isn’t good enough in word learning
Sparse labels, no problems
Labeling promotes infants' object categorization even when labels are rare. By 2 years, infants engage in “semi-supervised learning” (SSL), integrating labeled and unlabeled exemplars to learn categories. However, everyday learning contexts pose substantial challenges for infants' SSL. Here, two studies (n = 74, 51% female, 62% non-Hispanic White, 18% multiracial, 8% Asian, 6% Black, Mage = 27.3 months, collected 2018–2020) implemented a familiar…
Rapid Automatized Naming (RAN) as a Kindergarten Predictor of Future Reading in English
Rapid automatized naming (RAN) has been shown to be a strong correlate of reading abilities. RAN also predicts future reading across different ages, ability levels, and languages, and is often used in literacy screening. Thus, understanding the specific relations between early RAN and later reading difficulties is important, particularly for screening. This systematic review and meta‐analysis (with N = 60 samples; k = 373 effect sizes; n = 10,513…
An Object Lesson
Despite the seemingly simple mapping between adjectives and perceptual properties (e.g., color, texture), preschool children have difficulty establishing the appropriate extension of novel adjectives. When children hear a novel adjective applied to an individual object, they successfully extend the adjective to other members of the same object category but have difficulty extending it more broadly to members of different categories. We propose th…
No prominent works on this page.
An Object Lesson
Despite the seemingly simple mapping between adjectives and perceptual properties (e.g., color, texture), preschool children have difficulty establishing the appropriate extension of novel adjectives. When children hear a novel adjective applied to an individual object, they successfully extend the adjective to other members of the same object category but have difficulty extending it more broadly to members of different categories. We propose th…
Sparse labels, no problems
Labeling promotes infants' object categorization even when labels are rare. By 2 years, infants engage in “semi-supervised learning” (SSL), integrating labeled and unlabeled exemplars to learn categories. However, everyday learning contexts pose substantial challenges for infants' SSL. Here, two studies (n = 74, 51% female, 62% non-Hispanic White, 18% multiracial, 8% Asian, 6% Black, Mage = 27.3 months, collected 2018–2020) implemented a familiar…
Rapid Automatized Naming (RAN) as a Kindergarten Predictor of Future Reading in English
Rapid automatized naming (RAN) has been shown to be a strong correlate of reading abilities. RAN also predicts future reading across different ages, ability levels, and languages, and is often used in literacy screening. Thus, understanding the specific relations between early RAN and later reading difficulties is important, particularly for screening. This systematic review and meta‐analysis (with N = 60 samples; k = 373 effect sizes; n = 10,513…
Close enough isn’t good enough in word learning
Child and Animal Learning Development (3 works) · Artificial Intelligence (2 works) · Cognitive psychology (2 works) · Computer Science (2 works) · Language Development and Disorders (2 works) · Psychology (2 works) · Adjective (1 works) · Artificial Intelligence (1 works) · Categorization (1 works) · Categorization, perception, and language (1 works)