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You searched for +publisher:"Vanderbilt University" +contributor:("Amy Needham"). Showing records 1 – 12 of 12 total matches.

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Vanderbilt University

1. Wiesen, Sarah Elizabeth. Sticky Mittens Early Motor Intervention Affects Infants' Object Preferences.

Degree: MS, Psychology, 2014, Vanderbilt University

 Infants’ object preferences determine their learning opportunities. We investigated how infants’ visual preferences are influenced by their current motor abilities. Past research shows that very… (more)

Subjects/Keywords: infant; reaching; object exploration; object preference

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

APA (6th Edition):

Wiesen, S. E. (2014). Sticky Mittens Early Motor Intervention Affects Infants' Object Preferences. (Thesis). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13125

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Wiesen, Sarah Elizabeth. “Sticky Mittens Early Motor Intervention Affects Infants' Object Preferences.” 2014. Thesis, Vanderbilt University. Accessed April 19, 2021. http://hdl.handle.net/1803/13125.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Wiesen, Sarah Elizabeth. “Sticky Mittens Early Motor Intervention Affects Infants' Object Preferences.” 2014. Web. 19 Apr 2021.

Vancouver:

Wiesen SE. Sticky Mittens Early Motor Intervention Affects Infants' Object Preferences. [Internet] [Thesis]. Vanderbilt University; 2014. [cited 2021 Apr 19]. Available from: http://hdl.handle.net/1803/13125.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wiesen SE. Sticky Mittens Early Motor Intervention Affects Infants' Object Preferences. [Thesis]. Vanderbilt University; 2014. Available from: http://hdl.handle.net/1803/13125

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Vanderbilt University

2. Hirtle, Jane Anne Trapp. The Difficulties of Applying Category Knowledge Gleaned from 3-dimensional Experience to 2-dimensional Contexts by 7- to 9-month-old Infants.

Degree: MS, Psychology, 2013, Vanderbilt University

 This thesis presents three experiments examining 7- to 9-month-old infants’ use of category knowledge of 3-dimensional objects to perceive 2-dimensional exemplars from the same category.… (more)

Subjects/Keywords: eye tracking; video deficit; cognition; perception; human development; infancy

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APA (6th Edition):

Hirtle, J. A. T. (2013). The Difficulties of Applying Category Knowledge Gleaned from 3-dimensional Experience to 2-dimensional Contexts by 7- to 9-month-old Infants. (Thesis). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13070

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hirtle, Jane Anne Trapp. “The Difficulties of Applying Category Knowledge Gleaned from 3-dimensional Experience to 2-dimensional Contexts by 7- to 9-month-old Infants.” 2013. Thesis, Vanderbilt University. Accessed April 19, 2021. http://hdl.handle.net/1803/13070.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hirtle, Jane Anne Trapp. “The Difficulties of Applying Category Knowledge Gleaned from 3-dimensional Experience to 2-dimensional Contexts by 7- to 9-month-old Infants.” 2013. Web. 19 Apr 2021.

Vancouver:

Hirtle JAT. The Difficulties of Applying Category Knowledge Gleaned from 3-dimensional Experience to 2-dimensional Contexts by 7- to 9-month-old Infants. [Internet] [Thesis]. Vanderbilt University; 2013. [cited 2021 Apr 19]. Available from: http://hdl.handle.net/1803/13070.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hirtle JAT. The Difficulties of Applying Category Knowledge Gleaned from 3-dimensional Experience to 2-dimensional Contexts by 7- to 9-month-old Infants. [Thesis]. Vanderbilt University; 2013. Available from: http://hdl.handle.net/1803/13070

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Vanderbilt University

3. Watson, Kelly Haker. Individual Differences in Children’s Coping: The Independent and Interactive Roles of Coping Socialization and Parenting Behaviors in Families With and Without a History of Maternal Depression.

Degree: PhD, Psychology, 2016, Vanderbilt University

 This study examined concurrent maternal and child correlates of maternal coping socialization messages using a cross-informant, multi-method design. Maternal responsive/warm parenting behaviors were also examined… (more)

Subjects/Keywords: socialization; coping; parental depression; adolescence; parenting; childhood

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APA (6th Edition):

Watson, K. H. (2016). Individual Differences in Children’s Coping: The Independent and Interactive Roles of Coping Socialization and Parenting Behaviors in Families With and Without a History of Maternal Depression. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/11874

Chicago Manual of Style (16th Edition):

Watson, Kelly Haker. “Individual Differences in Children’s Coping: The Independent and Interactive Roles of Coping Socialization and Parenting Behaviors in Families With and Without a History of Maternal Depression.” 2016. Doctoral Dissertation, Vanderbilt University. Accessed April 19, 2021. http://hdl.handle.net/1803/11874.

MLA Handbook (7th Edition):

Watson, Kelly Haker. “Individual Differences in Children’s Coping: The Independent and Interactive Roles of Coping Socialization and Parenting Behaviors in Families With and Without a History of Maternal Depression.” 2016. Web. 19 Apr 2021.

Vancouver:

Watson KH. Individual Differences in Children’s Coping: The Independent and Interactive Roles of Coping Socialization and Parenting Behaviors in Families With and Without a History of Maternal Depression. [Internet] [Doctoral dissertation]. Vanderbilt University; 2016. [cited 2021 Apr 19]. Available from: http://hdl.handle.net/1803/11874.

Council of Science Editors:

Watson KH. Individual Differences in Children’s Coping: The Independent and Interactive Roles of Coping Socialization and Parenting Behaviors in Families With and Without a History of Maternal Depression. [Doctoral Dissertation]. Vanderbilt University; 2016. Available from: http://hdl.handle.net/1803/11874


Vanderbilt University

4. Erdemir, Aysu. Conducting Actions Elicit Specific Acoustic Features in How People Vocalize: Cross-modal Correspondence between Gestures and Sounds as a Function of Available Information.

Degree: PhD, Psychology, 2016, Vanderbilt University

 Music conductors use hand-arm gestures to shape the sound that their musicians produce. Six series of experiments are conducted in order to understand the nature… (more)

Subjects/Keywords: cross-modal correspondence; conducting gestures; sounds; kinematics; acoustics

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APA (6th Edition):

Erdemir, A. (2016). Conducting Actions Elicit Specific Acoustic Features in How People Vocalize: Cross-modal Correspondence between Gestures and Sounds as a Function of Available Information. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13268

Chicago Manual of Style (16th Edition):

Erdemir, Aysu. “Conducting Actions Elicit Specific Acoustic Features in How People Vocalize: Cross-modal Correspondence between Gestures and Sounds as a Function of Available Information.” 2016. Doctoral Dissertation, Vanderbilt University. Accessed April 19, 2021. http://hdl.handle.net/1803/13268.

MLA Handbook (7th Edition):

Erdemir, Aysu. “Conducting Actions Elicit Specific Acoustic Features in How People Vocalize: Cross-modal Correspondence between Gestures and Sounds as a Function of Available Information.” 2016. Web. 19 Apr 2021.

Vancouver:

Erdemir A. Conducting Actions Elicit Specific Acoustic Features in How People Vocalize: Cross-modal Correspondence between Gestures and Sounds as a Function of Available Information. [Internet] [Doctoral dissertation]. Vanderbilt University; 2016. [cited 2021 Apr 19]. Available from: http://hdl.handle.net/1803/13268.

Council of Science Editors:

Erdemir A. Conducting Actions Elicit Specific Acoustic Features in How People Vocalize: Cross-modal Correspondence between Gestures and Sounds as a Function of Available Information. [Doctoral Dissertation]. Vanderbilt University; 2016. Available from: http://hdl.handle.net/1803/13268


Vanderbilt University

5. Vazquez, Maria Dolores. Children and adults evaluate what others know by considering how they complete goals in language and action.

Degree: PhD, Psychology, 2012, Vanderbilt University

 Children consider others’ prior behavior to evaluate whether they are likely to provide accurate information in the future. Prior research has demonstrated that the ability… (more)

Subjects/Keywords: pragmatic development; developmental psychology; language development

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APA (6th Edition):

Vazquez, M. D. (2012). Children and adults evaluate what others know by considering how they complete goals in language and action. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/14917

Chicago Manual of Style (16th Edition):

Vazquez, Maria Dolores. “Children and adults evaluate what others know by considering how they complete goals in language and action.” 2012. Doctoral Dissertation, Vanderbilt University. Accessed April 19, 2021. http://hdl.handle.net/1803/14917.

MLA Handbook (7th Edition):

Vazquez, Maria Dolores. “Children and adults evaluate what others know by considering how they complete goals in language and action.” 2012. Web. 19 Apr 2021.

Vancouver:

Vazquez MD. Children and adults evaluate what others know by considering how they complete goals in language and action. [Internet] [Doctoral dissertation]. Vanderbilt University; 2012. [cited 2021 Apr 19]. Available from: http://hdl.handle.net/1803/14917.

Council of Science Editors:

Vazquez MD. Children and adults evaluate what others know by considering how they complete goals in language and action. [Doctoral Dissertation]. Vanderbilt University; 2012. Available from: http://hdl.handle.net/1803/14917


Vanderbilt University

6. St.Clair, Rebecca. Through space and time: An examination of motion in multiple object tracking.

Degree: PhD, Psychology, 2012, Vanderbilt University

 Object correspondence is the process by which the visual system matches the identities of objects to their locations to form stable percepts. Object correspondence is… (more)

Subjects/Keywords: object correspondence; texture; motion; multiple object tracking; attention

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APA (6th Edition):

St.Clair, R. (2012). Through space and time: An examination of motion in multiple object tracking. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/11419

Chicago Manual of Style (16th Edition):

St.Clair, Rebecca. “Through space and time: An examination of motion in multiple object tracking.” 2012. Doctoral Dissertation, Vanderbilt University. Accessed April 19, 2021. http://hdl.handle.net/1803/11419.

MLA Handbook (7th Edition):

St.Clair, Rebecca. “Through space and time: An examination of motion in multiple object tracking.” 2012. Web. 19 Apr 2021.

Vancouver:

St.Clair R. Through space and time: An examination of motion in multiple object tracking. [Internet] [Doctoral dissertation]. Vanderbilt University; 2012. [cited 2021 Apr 19]. Available from: http://hdl.handle.net/1803/11419.

Council of Science Editors:

St.Clair R. Through space and time: An examination of motion in multiple object tracking. [Doctoral Dissertation]. Vanderbilt University; 2012. Available from: http://hdl.handle.net/1803/11419


Vanderbilt University

7. Wiesen, Sarah Elizabeth. Effects of Sticky Mittens Training on Infants' Exploration Behaviors in Various Postures.

Degree: PhD, Psychology, 2017, Vanderbilt University

 Through reaching out, grasping, and playing with objects, infants can learn how to interact efficiently and effectively with their surroundings as well as learn about… (more)

Subjects/Keywords: sticky mittens; posture; infants; reaching; object exploration

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APA (6th Edition):

Wiesen, S. E. (2017). Effects of Sticky Mittens Training on Infants' Exploration Behaviors in Various Postures. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/15532

Chicago Manual of Style (16th Edition):

Wiesen, Sarah Elizabeth. “Effects of Sticky Mittens Training on Infants' Exploration Behaviors in Various Postures.” 2017. Doctoral Dissertation, Vanderbilt University. Accessed April 19, 2021. http://hdl.handle.net/1803/15532.

MLA Handbook (7th Edition):

Wiesen, Sarah Elizabeth. “Effects of Sticky Mittens Training on Infants' Exploration Behaviors in Various Postures.” 2017. Web. 19 Apr 2021.

Vancouver:

Wiesen SE. Effects of Sticky Mittens Training on Infants' Exploration Behaviors in Various Postures. [Internet] [Doctoral dissertation]. Vanderbilt University; 2017. [cited 2021 Apr 19]. Available from: http://hdl.handle.net/1803/15532.

Council of Science Editors:

Wiesen SE. Effects of Sticky Mittens Training on Infants' Exploration Behaviors in Various Postures. [Doctoral Dissertation]. Vanderbilt University; 2017. Available from: http://hdl.handle.net/1803/15532


Vanderbilt University

8. Osina, Maria Alexandrovna. Infants' use of category labels and intonation in reference resolution.

Degree: PhD, Psychology, 2014, Vanderbilt University

 The purpose of the current two studies is to investigate infants’ access to and their use of two sources of information when establishing common ground… (more)

Subjects/Keywords: absent reference; reference resolution; Language development; object category; intonation

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APA (6th Edition):

Osina, M. A. (2014). Infants' use of category labels and intonation in reference resolution. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/14689

Chicago Manual of Style (16th Edition):

Osina, Maria Alexandrovna. “Infants' use of category labels and intonation in reference resolution.” 2014. Doctoral Dissertation, Vanderbilt University. Accessed April 19, 2021. http://hdl.handle.net/1803/14689.

MLA Handbook (7th Edition):

Osina, Maria Alexandrovna. “Infants' use of category labels and intonation in reference resolution.” 2014. Web. 19 Apr 2021.

Vancouver:

Osina MA. Infants' use of category labels and intonation in reference resolution. [Internet] [Doctoral dissertation]. Vanderbilt University; 2014. [cited 2021 Apr 19]. Available from: http://hdl.handle.net/1803/14689.

Council of Science Editors:

Osina MA. Infants' use of category labels and intonation in reference resolution. [Doctoral Dissertation]. Vanderbilt University; 2014. Available from: http://hdl.handle.net/1803/14689


Vanderbilt University

9. Ivy, Sarah Elizabeth. An Analysis of Graduated Guidance to Teach Spoon-use to Children with Multiple Disablities.

Degree: PhD, Special Education, 2014, Vanderbilt University

 Children’s ability to use a spoon facilitates increased independence during mealtimes and greater control over the pace and quantity of food intake. Children with multiple… (more)

Subjects/Keywords: prompting; eating skills; multiple disabilities; visual impairment; graduated guidance

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APA (6th Edition):

Ivy, S. E. (2014). An Analysis of Graduated Guidance to Teach Spoon-use to Children with Multiple Disablities. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12921

Chicago Manual of Style (16th Edition):

Ivy, Sarah Elizabeth. “An Analysis of Graduated Guidance to Teach Spoon-use to Children with Multiple Disablities.” 2014. Doctoral Dissertation, Vanderbilt University. Accessed April 19, 2021. http://hdl.handle.net/1803/12921.

MLA Handbook (7th Edition):

Ivy, Sarah Elizabeth. “An Analysis of Graduated Guidance to Teach Spoon-use to Children with Multiple Disablities.” 2014. Web. 19 Apr 2021.

Vancouver:

Ivy SE. An Analysis of Graduated Guidance to Teach Spoon-use to Children with Multiple Disablities. [Internet] [Doctoral dissertation]. Vanderbilt University; 2014. [cited 2021 Apr 19]. Available from: http://hdl.handle.net/1803/12921.

Council of Science Editors:

Ivy SE. An Analysis of Graduated Guidance to Teach Spoon-use to Children with Multiple Disablities. [Doctoral Dissertation]. Vanderbilt University; 2014. Available from: http://hdl.handle.net/1803/12921


Vanderbilt University

10. Hirtle, Jane Anne Trapp. I Know Something You Don’t Know: Twenty-Month-Olds’ Tool use Learning from Exploration and Social Interaction.

Degree: PhD, Psychology, 2016, Vanderbilt University

 Previous research on the development of infant tool use learning in the second year of life has provided contrary evidence as to how infants select… (more)

Subjects/Keywords: tool use; problem-solving; infancy

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

APA (6th Edition):

Hirtle, J. A. T. (2016). I Know Something You Don’t Know: Twenty-Month-Olds’ Tool use Learning from Exploration and Social Interaction. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12818

Chicago Manual of Style (16th Edition):

Hirtle, Jane Anne Trapp. “I Know Something You Don’t Know: Twenty-Month-Olds’ Tool use Learning from Exploration and Social Interaction.” 2016. Doctoral Dissertation, Vanderbilt University. Accessed April 19, 2021. http://hdl.handle.net/1803/12818.

MLA Handbook (7th Edition):

Hirtle, Jane Anne Trapp. “I Know Something You Don’t Know: Twenty-Month-Olds’ Tool use Learning from Exploration and Social Interaction.” 2016. Web. 19 Apr 2021.

Vancouver:

Hirtle JAT. I Know Something You Don’t Know: Twenty-Month-Olds’ Tool use Learning from Exploration and Social Interaction. [Internet] [Doctoral dissertation]. Vanderbilt University; 2016. [cited 2021 Apr 19]. Available from: http://hdl.handle.net/1803/12818.

Council of Science Editors:

Hirtle JAT. I Know Something You Don’t Know: Twenty-Month-Olds’ Tool use Learning from Exploration and Social Interaction. [Doctoral Dissertation]. Vanderbilt University; 2016. Available from: http://hdl.handle.net/1803/12818


Vanderbilt University

11. Strouse, Gabrielle A. Dialogic video: influence of dialogic reading techniques on preschoolers’ learning from video stories.

Degree: PhD, Psychology, 2011, Vanderbilt University

 Toddlers and young preschoolers rapidly learn new information from social partners around them. However, they do not learn efficiently from people who appear on video… (more)

Subjects/Keywords: story comprehension; vocabulary; video; preschoolers; dialogic reading

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

APA (6th Edition):

Strouse, G. A. (2011). Dialogic video: influence of dialogic reading techniques on preschoolers’ learning from video stories. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/11281

Chicago Manual of Style (16th Edition):

Strouse, Gabrielle A. “Dialogic video: influence of dialogic reading techniques on preschoolers’ learning from video stories.” 2011. Doctoral Dissertation, Vanderbilt University. Accessed April 19, 2021. http://hdl.handle.net/1803/11281.

MLA Handbook (7th Edition):

Strouse, Gabrielle A. “Dialogic video: influence of dialogic reading techniques on preschoolers’ learning from video stories.” 2011. Web. 19 Apr 2021.

Vancouver:

Strouse GA. Dialogic video: influence of dialogic reading techniques on preschoolers’ learning from video stories. [Internet] [Doctoral dissertation]. Vanderbilt University; 2011. [cited 2021 Apr 19]. Available from: http://hdl.handle.net/1803/11281.

Council of Science Editors:

Strouse GA. Dialogic video: influence of dialogic reading techniques on preschoolers’ learning from video stories. [Doctoral Dissertation]. Vanderbilt University; 2011. Available from: http://hdl.handle.net/1803/11281


Vanderbilt University

12. O'Doherty, Katherine Duffy. Young children’s social-category based preferences and learning biases: an examination of methodological effects.

Degree: PhD, Psychology, 2013, Vanderbilt University

 By the time children reach the preschool years, they have become skilled in two social abilities: 1) dividing their world into social groups and evaluating… (more)

Subjects/Keywords: social groups; social learning; social cognition; word learning; imitation

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

APA (6th Edition):

O'Doherty, K. D. (2013). Young children’s social-category based preferences and learning biases: an examination of methodological effects. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12016

Chicago Manual of Style (16th Edition):

O'Doherty, Katherine Duffy. “Young children’s social-category based preferences and learning biases: an examination of methodological effects.” 2013. Doctoral Dissertation, Vanderbilt University. Accessed April 19, 2021. http://hdl.handle.net/1803/12016.

MLA Handbook (7th Edition):

O'Doherty, Katherine Duffy. “Young children’s social-category based preferences and learning biases: an examination of methodological effects.” 2013. Web. 19 Apr 2021.

Vancouver:

O'Doherty KD. Young children’s social-category based preferences and learning biases: an examination of methodological effects. [Internet] [Doctoral dissertation]. Vanderbilt University; 2013. [cited 2021 Apr 19]. Available from: http://hdl.handle.net/1803/12016.

Council of Science Editors:

O'Doherty KD. Young children’s social-category based preferences and learning biases: an examination of methodological effects. [Doctoral Dissertation]. Vanderbilt University; 2013. Available from: http://hdl.handle.net/1803/12016

.