Children's language learning: an interactionist perspective.

By R. Chapman. 2000

211 citations recorded by the source corpus.

Subfields: Language and Linguistics, Cognitive Science & Psychology, Linguistics

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Language and Linguistics

1. Ali Farhadi
2. Yejin Choi
3. Rowan Zellers
4. Jack Hessel
5. Marilyn M. Vihman
6. Susan L Massey
7. K. Pence
8. R. Bowles

In Cognitive Science & Psychology

1. Yejin Choi
2. Robert C. Pianta
3. Jack Hessel
4. Susan L Massey
5. K. Pence
6. R. Bowles
7. Laura M. Justice
8. B. Hamre

In Linguistics

1. Ali Farhadi
2. Yejin Choi
3. Rowan Zellers
4. Susan L Massey
5. K. Pence
6. R. Bowles
7. Laura M. Justice
8. Ximing Lu

Citations in the corpus

• MERLOT RESERVE: Neural Script Knowledge through Vision and Language and Sound (2022, background): “Reentry has been hypothesized by developmental psychologists to be crucial for how we as humans learn visual and world knowledge, much of it without need for an explicit teacher [88, 35, 19, 100].”
• Educators' Use of Cognitively Challenging Questions in Economically Disadvantaged Preschool Classroom Contexts (2008, methodology): “For the transcription process, the software program Systematic Analysis of Language Transcripts Research Version 8.0 (SALT; Miller & Chapman, 2000) was used.”
• Quality of Language and Literacy Instruction in Preschool Classrooms Serving At-Risk Pupils. (2008, background): “We consider first the literature concerning quality language instruction, which largely draws from socialinteractionist theories of language acquisition (e.g., Baumwell, Tamis-LeMonda, & Bornstein, 1997; Chapman, 2000; Landry, Miller-Loncar, Smith, & Swank, 1997).”
• The Relationship Between Infants’ Production Experience and Their Processing of Speech (2014, background): “At the same time, children broadly modify their production in accordance with their caregiver’s phonological patterns (Goldstein & Schwade, 2008), and this too is predictive of language advance (see Chapman, 2000, for a review).”
• Differential treatment intensity research: a missing link to creating optimally effective communication interventions. (2007, background): “MORE IS NOT NECESSARILY BETTER Both theory and research suggest that cumulative intervention intensity makes a meaningful difference in language learning [e.g., Chapman, 2000].”