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You searched for +publisher:"University of Connecticut" +contributor:("Inge-Marie Eigsti"). Showing records 1 – 20 of 20 total matches.

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University of Connecticut

1. Mayo, Jessica. Intact Statistical Word Learning in Autism Spectrum Disorders.

Degree: MS, Psychology, 2011, University of Connecticut

  Individuals with Autism Spectrum Disorders (ASD) have impairments in language acquisition, but the underlying mechanism of these deficits is poorly understood. Implicit learning appears… (more)

Subjects/Keywords: autism; language; implicit learning; statistical learning; speech segmentation

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APA (6th Edition):

Mayo, J. (2011). Intact Statistical Word Learning in Autism Spectrum Disorders. (Masters Thesis). University of Connecticut. Retrieved from https://opencommons.uconn.edu/gs_theses/181

Chicago Manual of Style (16th Edition):

Mayo, Jessica. “Intact Statistical Word Learning in Autism Spectrum Disorders.” 2011. Masters Thesis, University of Connecticut. Accessed December 15, 2018. https://opencommons.uconn.edu/gs_theses/181.

MLA Handbook (7th Edition):

Mayo, Jessica. “Intact Statistical Word Learning in Autism Spectrum Disorders.” 2011. Web. 15 Dec 2018.

Vancouver:

Mayo J. Intact Statistical Word Learning in Autism Spectrum Disorders. [Internet] [Masters thesis]. University of Connecticut; 2011. [cited 2018 Dec 15]. Available from: https://opencommons.uconn.edu/gs_theses/181.

Council of Science Editors:

Mayo J. Intact Statistical Word Learning in Autism Spectrum Disorders. [Masters Thesis]. University of Connecticut; 2011. Available from: https://opencommons.uconn.edu/gs_theses/181


University of Connecticut

2. Suh, Joyce. Narrative Abilities of Optimal Outcome Children and Adolescents with a Previous History of Autism Spectrum Disorder (ASD).

Degree: MA, Psychology, 2012, University of Connecticut

  Background: Autism Spectrum Disorders (ASDs) have traditionally been considered a lifelong condition; however there appear to be a subset of people who make such… (more)

Subjects/Keywords: autism; optimal outcome; language; narratives

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APA (6th Edition):

Suh, J. (2012). Narrative Abilities of Optimal Outcome Children and Adolescents with a Previous History of Autism Spectrum Disorder (ASD). (Masters Thesis). University of Connecticut. Retrieved from https://opencommons.uconn.edu/gs_theses/354

Chicago Manual of Style (16th Edition):

Suh, Joyce. “Narrative Abilities of Optimal Outcome Children and Adolescents with a Previous History of Autism Spectrum Disorder (ASD).” 2012. Masters Thesis, University of Connecticut. Accessed December 15, 2018. https://opencommons.uconn.edu/gs_theses/354.

MLA Handbook (7th Edition):

Suh, Joyce. “Narrative Abilities of Optimal Outcome Children and Adolescents with a Previous History of Autism Spectrum Disorder (ASD).” 2012. Web. 15 Dec 2018.

Vancouver:

Suh J. Narrative Abilities of Optimal Outcome Children and Adolescents with a Previous History of Autism Spectrum Disorder (ASD). [Internet] [Masters thesis]. University of Connecticut; 2012. [cited 2018 Dec 15]. Available from: https://opencommons.uconn.edu/gs_theses/354.

Council of Science Editors:

Suh J. Narrative Abilities of Optimal Outcome Children and Adolescents with a Previous History of Autism Spectrum Disorder (ASD). [Masters Thesis]. University of Connecticut; 2012. Available from: https://opencommons.uconn.edu/gs_theses/354


University of Connecticut

3. Green, Joshua. Cell Phone vs. Microphone: Judging Emotion in the Voice.

Degree: MA, Psychology, 2016, University of Connecticut

  Abstract A remarkable amount of information is conveyed by the human voice. For example, the emotional state of a speaker is conveyed by vocal… (more)

Subjects/Keywords: prosody; vocal-communication; voice; speech; emotion

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APA (6th Edition):

Green, J. (2016). Cell Phone vs. Microphone: Judging Emotion in the Voice. (Masters Thesis). University of Connecticut. Retrieved from https://opencommons.uconn.edu/gs_theses/868

Chicago Manual of Style (16th Edition):

Green, Joshua. “Cell Phone vs. Microphone: Judging Emotion in the Voice.” 2016. Masters Thesis, University of Connecticut. Accessed December 15, 2018. https://opencommons.uconn.edu/gs_theses/868.

MLA Handbook (7th Edition):

Green, Joshua. “Cell Phone vs. Microphone: Judging Emotion in the Voice.” 2016. Web. 15 Dec 2018.

Vancouver:

Green J. Cell Phone vs. Microphone: Judging Emotion in the Voice. [Internet] [Masters thesis]. University of Connecticut; 2016. [cited 2018 Dec 15]. Available from: https://opencommons.uconn.edu/gs_theses/868.

Council of Science Editors:

Green J. Cell Phone vs. Microphone: Judging Emotion in the Voice. [Masters Thesis]. University of Connecticut; 2016. Available from: https://opencommons.uconn.edu/gs_theses/868


University of Connecticut

4. Chin, Iris. Variability in Pragmatic Abilities in Children with Autism Spectrum Disorder.

Degree: PhD, Psychology, 2017, University of Connecticut

  Communication involves information beyond what is coded in the linguistic stimuli produced by a speaker. How individuals are able to extract additional, pragmatic meaning… (more)

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APA (6th Edition):

Chin, I. (2017). Variability in Pragmatic Abilities in Children with Autism Spectrum Disorder. (Doctoral Dissertation). University of Connecticut. Retrieved from https://opencommons.uconn.edu/dissertations/1579

Chicago Manual of Style (16th Edition):

Chin, Iris. “Variability in Pragmatic Abilities in Children with Autism Spectrum Disorder.” 2017. Doctoral Dissertation, University of Connecticut. Accessed December 15, 2018. https://opencommons.uconn.edu/dissertations/1579.

MLA Handbook (7th Edition):

Chin, Iris. “Variability in Pragmatic Abilities in Children with Autism Spectrum Disorder.” 2017. Web. 15 Dec 2018.

Vancouver:

Chin I. Variability in Pragmatic Abilities in Children with Autism Spectrum Disorder. [Internet] [Doctoral dissertation]. University of Connecticut; 2017. [cited 2018 Dec 15]. Available from: https://opencommons.uconn.edu/dissertations/1579.

Council of Science Editors:

Chin I. Variability in Pragmatic Abilities in Children with Autism Spectrum Disorder. [Doctoral Dissertation]. University of Connecticut; 2017. Available from: https://opencommons.uconn.edu/dissertations/1579


University of Connecticut

5. Goodwin, Anthony G. Nonadjacent Dependency Learning in Typical Development and Autism Spectrum Disorders.

Degree: PhD, Psychology, 2013, University of Connecticut

  In order to acquire some aspects of grammar, such as wh-questions and verb tense agreement, children must be able to learn nonadjacent dependencies. This… (more)

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APA (6th Edition):

Goodwin, A. G. (2013). Nonadjacent Dependency Learning in Typical Development and Autism Spectrum Disorders. (Doctoral Dissertation). University of Connecticut. Retrieved from https://opencommons.uconn.edu/dissertations/174

Chicago Manual of Style (16th Edition):

Goodwin, Anthony G. “Nonadjacent Dependency Learning in Typical Development and Autism Spectrum Disorders.” 2013. Doctoral Dissertation, University of Connecticut. Accessed December 15, 2018. https://opencommons.uconn.edu/dissertations/174.

MLA Handbook (7th Edition):

Goodwin, Anthony G. “Nonadjacent Dependency Learning in Typical Development and Autism Spectrum Disorders.” 2013. Web. 15 Dec 2018.

Vancouver:

Goodwin AG. Nonadjacent Dependency Learning in Typical Development and Autism Spectrum Disorders. [Internet] [Doctoral dissertation]. University of Connecticut; 2013. [cited 2018 Dec 15]. Available from: https://opencommons.uconn.edu/dissertations/174.

Council of Science Editors:

Goodwin AG. Nonadjacent Dependency Learning in Typical Development and Autism Spectrum Disorders. [Doctoral Dissertation]. University of Connecticut; 2013. Available from: https://opencommons.uconn.edu/dissertations/174


University of Connecticut

6. Knoch, Kelley. Early Predictors of Executive Function Abilities in School-Aged Children with Autism Spectrum Disorders.

Degree: PhD, Psychology, 2014, University of Connecticut

  Executive Functions (EF) are a set of cognitive processes that direct and regulate behavior for the purpose of future goal attainment. These processes include… (more)

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APA (6th Edition):

Knoch, K. (2014). Early Predictors of Executive Function Abilities in School-Aged Children with Autism Spectrum Disorders. (Doctoral Dissertation). University of Connecticut. Retrieved from https://opencommons.uconn.edu/dissertations/484

Chicago Manual of Style (16th Edition):

Knoch, Kelley. “Early Predictors of Executive Function Abilities in School-Aged Children with Autism Spectrum Disorders.” 2014. Doctoral Dissertation, University of Connecticut. Accessed December 15, 2018. https://opencommons.uconn.edu/dissertations/484.

MLA Handbook (7th Edition):

Knoch, Kelley. “Early Predictors of Executive Function Abilities in School-Aged Children with Autism Spectrum Disorders.” 2014. Web. 15 Dec 2018.

Vancouver:

Knoch K. Early Predictors of Executive Function Abilities in School-Aged Children with Autism Spectrum Disorders. [Internet] [Doctoral dissertation]. University of Connecticut; 2014. [cited 2018 Dec 15]. Available from: https://opencommons.uconn.edu/dissertations/484.

Council of Science Editors:

Knoch K. Early Predictors of Executive Function Abilities in School-Aged Children with Autism Spectrum Disorders. [Doctoral Dissertation]. University of Connecticut; 2014. Available from: https://opencommons.uconn.edu/dissertations/484


University of Connecticut

7. Castelluccio, Brian. Neural Substrates of Affective Language Processing and the Role of Autism-Like Traits in Sensitivity to Affective Language Cues.

Degree: MA, Psychology, 2014, University of Connecticut

  Emotions are conveyed primarily through two channels in language: semantics and prosody. Language comprehension relies on the ability to both decode the intended semantic… (more)

Subjects/Keywords: affective language; prosody; semantics; fMRI; autism spectrum disorder

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APA (6th Edition):

Castelluccio, B. (2014). Neural Substrates of Affective Language Processing and the Role of Autism-Like Traits in Sensitivity to Affective Language Cues. (Masters Thesis). University of Connecticut. Retrieved from https://opencommons.uconn.edu/gs_theses/629

Chicago Manual of Style (16th Edition):

Castelluccio, Brian. “Neural Substrates of Affective Language Processing and the Role of Autism-Like Traits in Sensitivity to Affective Language Cues.” 2014. Masters Thesis, University of Connecticut. Accessed December 15, 2018. https://opencommons.uconn.edu/gs_theses/629.

MLA Handbook (7th Edition):

Castelluccio, Brian. “Neural Substrates of Affective Language Processing and the Role of Autism-Like Traits in Sensitivity to Affective Language Cues.” 2014. Web. 15 Dec 2018.

Vancouver:

Castelluccio B. Neural Substrates of Affective Language Processing and the Role of Autism-Like Traits in Sensitivity to Affective Language Cues. [Internet] [Masters thesis]. University of Connecticut; 2014. [cited 2018 Dec 15]. Available from: https://opencommons.uconn.edu/gs_theses/629.

Council of Science Editors:

Castelluccio B. Neural Substrates of Affective Language Processing and the Role of Autism-Like Traits in Sensitivity to Affective Language Cues. [Masters Thesis]. University of Connecticut; 2014. Available from: https://opencommons.uconn.edu/gs_theses/629


University of Connecticut

8. Mayo, Jessica. Prosodic Phrasing in Adolescents with High Functioning Autism: Production Following Intervention and Under Dual Load Conditions.

Degree: PhD, Psychology, 2015, University of Connecticut

  Atypical expressive prosody is reported as a consistent challenge for individuals with Autism Spectrum Disorder (ASD) and is associated with a broad set of… (more)

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APA (6th Edition):

Mayo, J. (2015). Prosodic Phrasing in Adolescents with High Functioning Autism: Production Following Intervention and Under Dual Load Conditions. (Doctoral Dissertation). University of Connecticut. Retrieved from https://opencommons.uconn.edu/dissertations/706

Chicago Manual of Style (16th Edition):

Mayo, Jessica. “Prosodic Phrasing in Adolescents with High Functioning Autism: Production Following Intervention and Under Dual Load Conditions.” 2015. Doctoral Dissertation, University of Connecticut. Accessed December 15, 2018. https://opencommons.uconn.edu/dissertations/706.

MLA Handbook (7th Edition):

Mayo, Jessica. “Prosodic Phrasing in Adolescents with High Functioning Autism: Production Following Intervention and Under Dual Load Conditions.” 2015. Web. 15 Dec 2018.

Vancouver:

Mayo J. Prosodic Phrasing in Adolescents with High Functioning Autism: Production Following Intervention and Under Dual Load Conditions. [Internet] [Doctoral dissertation]. University of Connecticut; 2015. [cited 2018 Dec 15]. Available from: https://opencommons.uconn.edu/dissertations/706.

Council of Science Editors:

Mayo J. Prosodic Phrasing in Adolescents with High Functioning Autism: Production Following Intervention and Under Dual Load Conditions. [Doctoral Dissertation]. University of Connecticut; 2015. Available from: https://opencommons.uconn.edu/dissertations/706


University of Connecticut

9. Canfield, Allison R. "Story Goodness" in Adolescents with Autism Spectrum Disorders.

Degree: MA, Psychology, 2014, University of Connecticut

  Individuals with autism spectrum disorders (ASD) are characterized by pragmatic language deficits, as difficulties with social communication are a universal deficit across the wide… (more)

Subjects/Keywords: autism spectrum disorders; optimal outcome; language; narratives

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APA (6th Edition):

Canfield, A. R. (2014). "Story Goodness" in Adolescents with Autism Spectrum Disorders. (Masters Thesis). University of Connecticut. Retrieved from https://opencommons.uconn.edu/gs_theses/614

Chicago Manual of Style (16th Edition):

Canfield, Allison R. “"Story Goodness" in Adolescents with Autism Spectrum Disorders.” 2014. Masters Thesis, University of Connecticut. Accessed December 15, 2018. https://opencommons.uconn.edu/gs_theses/614.

MLA Handbook (7th Edition):

Canfield, Allison R. “"Story Goodness" in Adolescents with Autism Spectrum Disorders.” 2014. Web. 15 Dec 2018.

Vancouver:

Canfield AR. "Story Goodness" in Adolescents with Autism Spectrum Disorders. [Internet] [Masters thesis]. University of Connecticut; 2014. [cited 2018 Dec 15]. Available from: https://opencommons.uconn.edu/gs_theses/614.

Council of Science Editors:

Canfield AR. "Story Goodness" in Adolescents with Autism Spectrum Disorders. [Masters Thesis]. University of Connecticut; 2014. Available from: https://opencommons.uconn.edu/gs_theses/614


University of Connecticut

10. Irvine, Christina A. Do Adolescents with High Functioning Autism Verbally Mediate Theory of Mind?.

Degree: PhD, Psychology, 2016, University of Connecticut

  Studies suggest that typically developing (TD) individuals verbally mediate theory of mind (ToM). Given that language deficits and ToM deficits are central to autism… (more)

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APA (6th Edition):

Irvine, C. A. (2016). Do Adolescents with High Functioning Autism Verbally Mediate Theory of Mind?. (Doctoral Dissertation). University of Connecticut. Retrieved from https://opencommons.uconn.edu/dissertations/1133

Chicago Manual of Style (16th Edition):

Irvine, Christina A. “Do Adolescents with High Functioning Autism Verbally Mediate Theory of Mind?.” 2016. Doctoral Dissertation, University of Connecticut. Accessed December 15, 2018. https://opencommons.uconn.edu/dissertations/1133.

MLA Handbook (7th Edition):

Irvine, Christina A. “Do Adolescents with High Functioning Autism Verbally Mediate Theory of Mind?.” 2016. Web. 15 Dec 2018.

Vancouver:

Irvine CA. Do Adolescents with High Functioning Autism Verbally Mediate Theory of Mind?. [Internet] [Doctoral dissertation]. University of Connecticut; 2016. [cited 2018 Dec 15]. Available from: https://opencommons.uconn.edu/dissertations/1133.

Council of Science Editors:

Irvine CA. Do Adolescents with High Functioning Autism Verbally Mediate Theory of Mind?. [Doctoral Dissertation]. University of Connecticut; 2016. Available from: https://opencommons.uconn.edu/dissertations/1133


University of Connecticut

11. Bean, Jessica L. Attentional Contributions to Social Cognition and Social Behaviors: Implications for Autism Spectrum Disorder and Attention-Deficit/Hyperactivity Disorder.

Degree: PhD, Psychology, 2013, University of Connecticut

  Social participation requires the processing and utilization of visual information and early interactions with the environment can shape neurological development, setting children on a… (more)

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APA (6th Edition):

Bean, J. L. (2013). Attentional Contributions to Social Cognition and Social Behaviors: Implications for Autism Spectrum Disorder and Attention-Deficit/Hyperactivity Disorder. (Doctoral Dissertation). University of Connecticut. Retrieved from https://opencommons.uconn.edu/dissertations/181

Chicago Manual of Style (16th Edition):

Bean, Jessica L. “Attentional Contributions to Social Cognition and Social Behaviors: Implications for Autism Spectrum Disorder and Attention-Deficit/Hyperactivity Disorder.” 2013. Doctoral Dissertation, University of Connecticut. Accessed December 15, 2018. https://opencommons.uconn.edu/dissertations/181.

MLA Handbook (7th Edition):

Bean, Jessica L. “Attentional Contributions to Social Cognition and Social Behaviors: Implications for Autism Spectrum Disorder and Attention-Deficit/Hyperactivity Disorder.” 2013. Web. 15 Dec 2018.

Vancouver:

Bean JL. Attentional Contributions to Social Cognition and Social Behaviors: Implications for Autism Spectrum Disorder and Attention-Deficit/Hyperactivity Disorder. [Internet] [Doctoral dissertation]. University of Connecticut; 2013. [cited 2018 Dec 15]. Available from: https://opencommons.uconn.edu/dissertations/181.

Council of Science Editors:

Bean JL. Attentional Contributions to Social Cognition and Social Behaviors: Implications for Autism Spectrum Disorder and Attention-Deficit/Hyperactivity Disorder. [Doctoral Dissertation]. University of Connecticut; 2013. Available from: https://opencommons.uconn.edu/dissertations/181


University of Connecticut

12. de Marchena, Ashley B, Ph.D. Executive and Nonverbal Contributions to Pragmatic Language in Autism Spectrum Disorder.

Degree: PhD, Psychology, 2013, University of Connecticut

  Pragmatic language deficits are universal in individuals with autism spectrum disorders. Pragmatic language skills require the integration of multiple communicative and social skills, and… (more)

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APA (6th Edition):

de Marchena, Ashley B, P. D. (2013). Executive and Nonverbal Contributions to Pragmatic Language in Autism Spectrum Disorder. (Doctoral Dissertation). University of Connecticut. Retrieved from https://opencommons.uconn.edu/dissertations/205

Chicago Manual of Style (16th Edition):

de Marchena, Ashley B, Ph D. “Executive and Nonverbal Contributions to Pragmatic Language in Autism Spectrum Disorder.” 2013. Doctoral Dissertation, University of Connecticut. Accessed December 15, 2018. https://opencommons.uconn.edu/dissertations/205.

MLA Handbook (7th Edition):

de Marchena, Ashley B, Ph D. “Executive and Nonverbal Contributions to Pragmatic Language in Autism Spectrum Disorder.” 2013. Web. 15 Dec 2018.

Vancouver:

de Marchena, Ashley B PD. Executive and Nonverbal Contributions to Pragmatic Language in Autism Spectrum Disorder. [Internet] [Doctoral dissertation]. University of Connecticut; 2013. [cited 2018 Dec 15]. Available from: https://opencommons.uconn.edu/dissertations/205.

Council of Science Editors:

de Marchena, Ashley B PD. Executive and Nonverbal Contributions to Pragmatic Language in Autism Spectrum Disorder. [Doctoral Dissertation]. University of Connecticut; 2013. Available from: https://opencommons.uconn.edu/dissertations/205


University of Connecticut

13. Kelty-Stephen, Emma C. Social and Linguistic Factors in the Development of Children with Autism.

Degree: PhD, Psychology, 2013, University of Connecticut

  There is an ongoing debate in the literature over the main source of information that children use when acquiring and developing language. Theories either… (more)

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APA (6th Edition):

Kelty-Stephen, E. C. (2013). Social and Linguistic Factors in the Development of Children with Autism. (Doctoral Dissertation). University of Connecticut. Retrieved from https://opencommons.uconn.edu/dissertations/223

Chicago Manual of Style (16th Edition):

Kelty-Stephen, Emma C. “Social and Linguistic Factors in the Development of Children with Autism.” 2013. Doctoral Dissertation, University of Connecticut. Accessed December 15, 2018. https://opencommons.uconn.edu/dissertations/223.

MLA Handbook (7th Edition):

Kelty-Stephen, Emma C. “Social and Linguistic Factors in the Development of Children with Autism.” 2013. Web. 15 Dec 2018.

Vancouver:

Kelty-Stephen EC. Social and Linguistic Factors in the Development of Children with Autism. [Internet] [Doctoral dissertation]. University of Connecticut; 2013. [cited 2018 Dec 15]. Available from: https://opencommons.uconn.edu/dissertations/223.

Council of Science Editors:

Kelty-Stephen EC. Social and Linguistic Factors in the Development of Children with Autism. [Doctoral Dissertation]. University of Connecticut; 2013. Available from: https://opencommons.uconn.edu/dissertations/223


University of Connecticut

14. Broder, Lauren. Individual Differences in Toddlers' Temper Tantrums: The Role of Language and Self-Regulation.

Degree: PhD, Psychology, 2013, University of Connecticut

  The purpose of the current research was to investigate temper tantrums in toddlers using a short-term longitudinal design. We sought to examine individual differences… (more)

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APA (6th Edition):

Broder, L. (2013). Individual Differences in Toddlers' Temper Tantrums: The Role of Language and Self-Regulation. (Doctoral Dissertation). University of Connecticut. Retrieved from https://opencommons.uconn.edu/dissertations/225

Chicago Manual of Style (16th Edition):

Broder, Lauren. “Individual Differences in Toddlers' Temper Tantrums: The Role of Language and Self-Regulation.” 2013. Doctoral Dissertation, University of Connecticut. Accessed December 15, 2018. https://opencommons.uconn.edu/dissertations/225.

MLA Handbook (7th Edition):

Broder, Lauren. “Individual Differences in Toddlers' Temper Tantrums: The Role of Language and Self-Regulation.” 2013. Web. 15 Dec 2018.

Vancouver:

Broder L. Individual Differences in Toddlers' Temper Tantrums: The Role of Language and Self-Regulation. [Internet] [Doctoral dissertation]. University of Connecticut; 2013. [cited 2018 Dec 15]. Available from: https://opencommons.uconn.edu/dissertations/225.

Council of Science Editors:

Broder L. Individual Differences in Toddlers' Temper Tantrums: The Role of Language and Self-Regulation. [Doctoral Dissertation]. University of Connecticut; 2013. Available from: https://opencommons.uconn.edu/dissertations/225


University of Connecticut

15. Irvine, Christina Anne. Uh, Um, and Autism: Filler Disfluencies in Children with Optimal Outcomes from Autism Spectrum Disorder.

Degree: MA, Psychology, 2014, University of Connecticut

  Spontaneous speech is marked by the presence of frequent disfluencies, including fillers like um and uh, which are thought to serve distinct social-communicative functions… (more)

Subjects/Keywords: autism; optimal outcome; pragmatic language; disfluencies; fillers

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APA (6th Edition):

Irvine, C. A. (2014). Uh, Um, and Autism: Filler Disfluencies in Children with Optimal Outcomes from Autism Spectrum Disorder. (Masters Thesis). University of Connecticut. Retrieved from https://opencommons.uconn.edu/gs_theses/547

Chicago Manual of Style (16th Edition):

Irvine, Christina Anne. “Uh, Um, and Autism: Filler Disfluencies in Children with Optimal Outcomes from Autism Spectrum Disorder.” 2014. Masters Thesis, University of Connecticut. Accessed December 15, 2018. https://opencommons.uconn.edu/gs_theses/547.

MLA Handbook (7th Edition):

Irvine, Christina Anne. “Uh, Um, and Autism: Filler Disfluencies in Children with Optimal Outcomes from Autism Spectrum Disorder.” 2014. Web. 15 Dec 2018.

Vancouver:

Irvine CA. Uh, Um, and Autism: Filler Disfluencies in Children with Optimal Outcomes from Autism Spectrum Disorder. [Internet] [Masters thesis]. University of Connecticut; 2014. [cited 2018 Dec 15]. Available from: https://opencommons.uconn.edu/gs_theses/547.

Council of Science Editors:

Irvine CA. Uh, Um, and Autism: Filler Disfluencies in Children with Optimal Outcomes from Autism Spectrum Disorder. [Masters Thesis]. University of Connecticut; 2014. Available from: https://opencommons.uconn.edu/gs_theses/547


University of Connecticut

16. Helt, Molly S. Facial Feedback and Laughter Contagion in Children with Autism Spectrum Disorders.

Degree: PhD, Psychology, 2014, University of Connecticut

  Facial Feedback and Laughter Contagion in Children with Autism Spectrum Disorders Molly Helt, PhD University of Connecticut, 2014 We tested sensitivity to facial feedback… (more)

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APA (6th Edition):

Helt, M. S. (2014). Facial Feedback and Laughter Contagion in Children with Autism Spectrum Disorders. (Doctoral Dissertation). University of Connecticut. Retrieved from https://opencommons.uconn.edu/dissertations/449

Chicago Manual of Style (16th Edition):

Helt, Molly S. “Facial Feedback and Laughter Contagion in Children with Autism Spectrum Disorders.” 2014. Doctoral Dissertation, University of Connecticut. Accessed December 15, 2018. https://opencommons.uconn.edu/dissertations/449.

MLA Handbook (7th Edition):

Helt, Molly S. “Facial Feedback and Laughter Contagion in Children with Autism Spectrum Disorders.” 2014. Web. 15 Dec 2018.

Vancouver:

Helt MS. Facial Feedback and Laughter Contagion in Children with Autism Spectrum Disorders. [Internet] [Doctoral dissertation]. University of Connecticut; 2014. [cited 2018 Dec 15]. Available from: https://opencommons.uconn.edu/dissertations/449.

Council of Science Editors:

Helt MS. Facial Feedback and Laughter Contagion in Children with Autism Spectrum Disorders. [Doctoral Dissertation]. University of Connecticut; 2014. Available from: https://opencommons.uconn.edu/dissertations/449


University of Connecticut

17. Rendall, Amanda R. Behavioral and Neuroanatomical Assessment of Transgenic Mouse Models of Language-related Developmental Disorders.

Degree: PhD, Psychology, 2017, University of Connecticut

  Language encompasses an ability to acquire and integrate complex cognitive systems in order to communicate with others, and inherited factors are thought to play… (more)

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APA (6th Edition):

Rendall, A. R. (2017). Behavioral and Neuroanatomical Assessment of Transgenic Mouse Models of Language-related Developmental Disorders. (Doctoral Dissertation). University of Connecticut. Retrieved from https://opencommons.uconn.edu/dissertations/1558

Chicago Manual of Style (16th Edition):

Rendall, Amanda R. “Behavioral and Neuroanatomical Assessment of Transgenic Mouse Models of Language-related Developmental Disorders.” 2017. Doctoral Dissertation, University of Connecticut. Accessed December 15, 2018. https://opencommons.uconn.edu/dissertations/1558.

MLA Handbook (7th Edition):

Rendall, Amanda R. “Behavioral and Neuroanatomical Assessment of Transgenic Mouse Models of Language-related Developmental Disorders.” 2017. Web. 15 Dec 2018.

Vancouver:

Rendall AR. Behavioral and Neuroanatomical Assessment of Transgenic Mouse Models of Language-related Developmental Disorders. [Internet] [Doctoral dissertation]. University of Connecticut; 2017. [cited 2018 Dec 15]. Available from: https://opencommons.uconn.edu/dissertations/1558.

Council of Science Editors:

Rendall AR. Behavioral and Neuroanatomical Assessment of Transgenic Mouse Models of Language-related Developmental Disorders. [Doctoral Dissertation]. University of Connecticut; 2017. Available from: https://opencommons.uconn.edu/dissertations/1558

18. Orinstein, Alyssa J. Social Functioning in Individuals with a History of Autism Spectrum Disorders Who Achieved Optimal Outcomes.

Degree: PhD, Psychology, 2015, University of Connecticut

  Autism spectrum disorders (ASDs) were once considered lifelong disorders, but recent findings indicate that some children with ASDs no longer meet diagnostic criteria for… (more)

…the Psychological Services Clinic at the University of Connecticut, and from other ongoing… …studies at the University of Connecticut. Finally, some participants in each group were informed… …Review Boards at the University of Connecticut, the Institute of Living of Hartford Hospital… …testing sessions at the University of Connecticut, the Institute of Living of Hartford Hospital… …investigators (MB), an expert in diagnosis of ASD and Director of the University of… 

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Orinstein, A. J. (2015). Social Functioning in Individuals with a History of Autism Spectrum Disorders Who Achieved Optimal Outcomes. (Doctoral Dissertation). University of Connecticut. Retrieved from https://opencommons.uconn.edu/dissertations/761

Chicago Manual of Style (16th Edition):

Orinstein, Alyssa J. “Social Functioning in Individuals with a History of Autism Spectrum Disorders Who Achieved Optimal Outcomes.” 2015. Doctoral Dissertation, University of Connecticut. Accessed December 15, 2018. https://opencommons.uconn.edu/dissertations/761.

MLA Handbook (7th Edition):

Orinstein, Alyssa J. “Social Functioning in Individuals with a History of Autism Spectrum Disorders Who Achieved Optimal Outcomes.” 2015. Web. 15 Dec 2018.

Vancouver:

Orinstein AJ. Social Functioning in Individuals with a History of Autism Spectrum Disorders Who Achieved Optimal Outcomes. [Internet] [Doctoral dissertation]. University of Connecticut; 2015. [cited 2018 Dec 15]. Available from: https://opencommons.uconn.edu/dissertations/761.

Council of Science Editors:

Orinstein AJ. Social Functioning in Individuals with a History of Autism Spectrum Disorders Who Achieved Optimal Outcomes. [Doctoral Dissertation]. University of Connecticut; 2015. Available from: https://opencommons.uconn.edu/dissertations/761


University of Connecticut

19. Rendall, Amanda R. Learning Delays in a Mouse Model of Autism Spectrum Disorder.

Degree: MA, Psychology, 2015, University of Connecticut

  Autism Spectrum Disorder (ASD) is a heterogeneous neurodevelopmental disorder with core symptoms of atypical social interactions and repetitive behaviors. It has also been reported… (more)

Subjects/Keywords: Cntnap2; Autism Spectrum Disorder (ASD); Working memory; Spatial memory; Water maze; Neurodevelopment; Genetics; Mouse models

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Rendall, A. R. (2015). Learning Delays in a Mouse Model of Autism Spectrum Disorder. (Masters Thesis). University of Connecticut. Retrieved from https://opencommons.uconn.edu/gs_theses/865

Chicago Manual of Style (16th Edition):

Rendall, Amanda R. “Learning Delays in a Mouse Model of Autism Spectrum Disorder.” 2015. Masters Thesis, University of Connecticut. Accessed December 15, 2018. https://opencommons.uconn.edu/gs_theses/865.

MLA Handbook (7th Edition):

Rendall, Amanda R. “Learning Delays in a Mouse Model of Autism Spectrum Disorder.” 2015. Web. 15 Dec 2018.

Vancouver:

Rendall AR. Learning Delays in a Mouse Model of Autism Spectrum Disorder. [Internet] [Masters thesis]. University of Connecticut; 2015. [cited 2018 Dec 15]. Available from: https://opencommons.uconn.edu/gs_theses/865.

Council of Science Editors:

Rendall AR. Learning Delays in a Mouse Model of Autism Spectrum Disorder. [Masters Thesis]. University of Connecticut; 2015. Available from: https://opencommons.uconn.edu/gs_theses/865


University of Connecticut

20. Troyb, Eva. Academic Abilities in Children and Adolescents with a History of Autism Spectrum Disorders Who Have Achieved Optimal Outcomes.

Degree: MS, Psychology, 2011, University of Connecticut

Subjects/Keywords: Autism Spectrum Disorder; Academic Functioning; Outcomes; High Functioning Autism

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Troyb, E. (2011). Academic Abilities in Children and Adolescents with a History of Autism Spectrum Disorders Who Have Achieved Optimal Outcomes. (Masters Thesis). University of Connecticut. Retrieved from https://opencommons.uconn.edu/gs_theses/189

Chicago Manual of Style (16th Edition):

Troyb, Eva. “Academic Abilities in Children and Adolescents with a History of Autism Spectrum Disorders Who Have Achieved Optimal Outcomes.” 2011. Masters Thesis, University of Connecticut. Accessed December 15, 2018. https://opencommons.uconn.edu/gs_theses/189.

MLA Handbook (7th Edition):

Troyb, Eva. “Academic Abilities in Children and Adolescents with a History of Autism Spectrum Disorders Who Have Achieved Optimal Outcomes.” 2011. Web. 15 Dec 2018.

Vancouver:

Troyb E. Academic Abilities in Children and Adolescents with a History of Autism Spectrum Disorders Who Have Achieved Optimal Outcomes. [Internet] [Masters thesis]. University of Connecticut; 2011. [cited 2018 Dec 15]. Available from: https://opencommons.uconn.edu/gs_theses/189.

Council of Science Editors:

Troyb E. Academic Abilities in Children and Adolescents with a History of Autism Spectrum Disorders Who Have Achieved Optimal Outcomes. [Masters Thesis]. University of Connecticut; 2011. Available from: https://opencommons.uconn.edu/gs_theses/189

.