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Little Learners Lab

Publications

Publications

  1. Bae, J.*, Shavlik, M.*, Shatrowsky, C. E.*, Haden, C. A., & Booth, A. E. (2023). Predicting grade school scientific literacy from aspects of the early home  science environment. Frontiers in Psychology, 14. DOI: 10.3389/fpsyg.2023.1113196
  2. Shavlik, M.*, Köksal, Ö., French, B., Haden, C., Legare, C., Booth, A. (2022). Contributions of causal reasoning to early scientific literacy. Journal of Experimental Child Psychology, 224, 1-18.
  3. Booth, A., Shavlik, M.* & Haden, C. (2022). Exploring the foundations of early scientific literacy:Children’s causal stance. Developmental Psychology, 56(11), 2055-2064. DOI:10.1037/dev0001108
  4. Booth, A., Shavlik, M. & Haden, C. (2020). Parent’s causal talk: links to children’s causal stance and emerging scientific literacy. Developmental Psychology. DOI:1037/dev0001108
  5. Shavlik, M., Schwab, J., Davis-Kean, P. & Booth, A. (2020). Early word-learning skills: A missing link in understanding the vocabulary gap? Developmental Science. DOI: 1111/desc.13034
  6. Shavlik, M., Bauer, J. & Booth, A. (2020). Children’s preference for causal information in storybooks. Frontiers in Developmental Psychology, 11. DOI: 3389/fpsyg.2020.00666
  7. Bauer, J. & Booth, A. E. (2018). Exploring potential cognitive foundations of scientific literacy in preschoolers: causal reasoning and executive function. Early Childhood Research Quarterly, 46, 275-284. DOI:1016/j.ecresq.2018.09.007.
  8. Bauer, J. & Booth, A. (2018). Relations Between Executive Functions and Causal Reasoning in Young Children. AERA Online Paper Repository. DOI: 10.302/1315192.
  9. Bauer, J., McGroarty-Torres, K. & Booth, A. E. (2016). Causally-rich group play: A powerful context for building preschoolers’ vocabulary. Frontiers in Psychology: Developmental Psychology, 7: 997. DOI: 10.3389/fpsyg.2016.00997. PMC4925663.
  10. Alvarez, A. & Booth, A. (2016). Exploring individual differences in preschoolers’ causal stance. Developmental Psychology, 52(3), 411-422. DOI: 10.1037/dev0000085
  11. Alvarez, A. & Booth, A. (2015). Preschoolers prefer to learn causal information. Frontiers in Psychology: Developmental Psychology, 6(60). DOI: 10.3389/fpsyg.2015.00060. PMC4327508.
  12. Booth, A. (2015). Effects of causal information on early word learning: Efficiency and Longevity. Journal of Cognitive Development, 33, 99-107. DOI: 10:1016/j.cogdev.2014.05.001.
  13. Booth, A. & Alvarez, A. (2015). Developmental changes in causal supports for early word learning. Language Learning and Development, 11(1), 80-92. DOI:1080/15475441.2014.888900
  14. Booth, A. (2014). Conceptually coherent categories support name-based inductive inference in preschoolers. Journal of Experimental Child Psychology, 123, 1-14. DOI: 1016/j.jecp.2014.01.007
  15. Alvarez, A.L. & Booth, A.E. (2014). Motivated by meaning: Testing the effect of knowledge-infused rewards on preschoolers’ persistence. Child Development, 85(2), 783-791. DOI: 10.1111/cdev.12151
  16. Patrick, K., Hurewitz, F. & Booth, A.E. (2013). Word-Mapping in Autism: Evidence for Backwards Bootstrapping of Social Gaze Strategies. Proceedings of the 37th Boston University Conference on Language Development, 2, 332-344.
  17. Graham, S., Booth, A.E., & Waxman, S. (2012). Words are not merely features of objects: Only consistently applied nouns guide 4-year-olds’ inferences about object categories. Language, Learning and Development, 8 (2), 136-145.
  18. Booth, A.E., Schuler, K., & Zajicek, R. (2010). Specifying the role of function in infant categorization. Infant Behavior and Development, 33(4), 672-684.
  19. Ware, E.A. & Booth, A.E. (2010). Form follows function: Learning about function helps children learn about shape. Cognitive Development, 25(2), 124-137.
  20. Booth, A.E., & Ware, E.A. (2010). Categories, concepts, and causality: A reply to Samuelson and Perone. Cognitive Development, 25(2), 154-157.
  21. Booth, A.E. (2009). Causal supports for early word learning, Child Development, 80(4), 1243-1250.
  22. Booth, A.E. & Waxman, S.R. (2009). A horse of a different color: Specifying with precision infants’ mappings of novel nouns and adjectives. Child Development, 80(1), 15-22.
  23. Booth, A.E., MacGregor, K. & Rohlfing, K. (2008). Socio-pragmatics and attention: contributions to gesturally guided word learning in toddlers. Language Learning and Development, 4(3), 179-202.
  24. Booth, A.E. & Waxman, S.R. (2008). Taking stock as theories of word learning take shape. Developmental Science, 11(2), 185-194.
  25. Booth, A.E. (2008). The cause of infant categorization? Cognition, 106, 984-993.
  26. Booth, A.E. & Waxman, S.R. (2006). Deja vu all over again: Re-revisiting the conceptual status of early word learning. Developmental Psychology, 42(6), 1344-1346.
  27. Booth, A.E. (2006). Object Function and Categorization in Infancy: Two Mechanisms of Facilitation. Infancy, 10(2), 145-169.
  28. Booth, A.E., & Waxman, S.R. (2005). Conceptual knowledge permeates word learning in    Developmental Psychology, 41(3), 491-505.
  29. Booth, A.E. & Waxman, S.R (2003a). Mapping words to the world in infancy: on the evolution of expectations for nouns and adjectives. Journal of Cognition and Development, 4(3), 357-381.
  30. Booth, A.E. & Waxman, S.R (2003b). Bringing theories of word learning in line with the evidence. Cognition, 87, 215-218.
  31. Waxman, S., & Booth, A. (2003). The origins and evolution of links between word learning and conceptual organization: New evidence from 11-month-olds. Developmental Science, 6, 130-137.
  32. Booth, A.E., & Waxman, S.R. (2002a). Object names and object functions serve as cues to categories in infancy. Developmental Psychology, 38(6), 948-957.
  33. Booth, A.E., & Waxman, S.R. (2002b). Word learning is ‘smart’: evidence that conceptual information affects preschoolers’ extension of novel words. Cognition, 84, B11-B22.
  34. Booth, A.E., Pinto, J., & Bertenthal, B.I. (2002). Perception of the symmetrical pattern of human gait by infants. Developmental Psychology, 38(4), 554-563.
  35. Waxman, S.R., & Booth, A.E. (2001a). Seeing pink elephants: Fourteen-month-olds’ interpretations of novel nouns and adjectives. Cognitive Psychology, 43(3), 217-242.
  36. Waxman, S.R., & Booth, A.E. (2001b). On the insufficiency of evidence for a domain-general account of word learning.  Cognition, 78(3), 277-279.
  37. Booth, A.E. (2001). The facilitative effect of agent-produced motions on categorization in infancy.  Infant Behavior and Development, 23(2), 153-174.
  38. Johnson, S.C., Booth, A.E., & O’Hearn, K. (2001). Inferring the goals of a non-human agent.  Cognitive Development, 16(1), 637-656.
  39. Waxman, S.R., & Booth, A.E. (2000). Principles that are invoked in the acquisition of words, but not facts.  Cognition, 77(2), B33-B43.
  40. Waxman, S. R., & Booth, A. E. (2000b). Distinguishing count nouns from adjectives: Evidence from 14-month-olds’ word extension. In Proceedings of the 24th Boston University Conference on Language Development. Somerville, MA: Cascadilla Press.