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You searched for +publisher:"Vanderbilt University" +contributor:("Megan Saylor"). Showing records 1 – 30 of 37 total matches.

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Vanderbilt University

1. Murphy, Alexandra Kathleen Timmins. Static and Dynamic Predictors of Posttraumatic Stress Symptoms in Adolescents after Cancer Diagnosis.

Degree: MS, Psychology, 2014, Vanderbilt University

 Adolescents are at an increased risk for posttraumatic stress symptoms (PTSS) after cancer diagnosis and a subset continue to exhibit symptoms years later. Previous studies… (more)

Subjects/Keywords: Cancer; posttraumatic stress; parent-child communication

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APA (6th Edition):

Murphy, A. K. T. (2014). Static and Dynamic Predictors of Posttraumatic Stress Symptoms in Adolescents after Cancer Diagnosis. (Thesis). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12249

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):

Murphy, Alexandra Kathleen Timmins. “Static and Dynamic Predictors of Posttraumatic Stress Symptoms in Adolescents after Cancer Diagnosis.” 2014. Thesis, Vanderbilt University. Accessed March 02, 2021. http://hdl.handle.net/1803/12249.

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

MLA Handbook (7th Edition):

Murphy, Alexandra Kathleen Timmins. “Static and Dynamic Predictors of Posttraumatic Stress Symptoms in Adolescents after Cancer Diagnosis.” 2014. Web. 02 Mar 2021.

Vancouver:

Murphy AKT. Static and Dynamic Predictors of Posttraumatic Stress Symptoms in Adolescents after Cancer Diagnosis. [Internet] [Thesis]. Vanderbilt University; 2014. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1803/12249.

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

Council of Science Editors:

Murphy AKT. Static and Dynamic Predictors of Posttraumatic Stress Symptoms in Adolescents after Cancer Diagnosis. [Thesis]. Vanderbilt University; 2014. Available from: http://hdl.handle.net/1803/12249

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


Vanderbilt University

2. Hymel, Alicia Marie. The Detection of Unexpected Events and Implications for Event Perception.

Degree: MS, Psychology, 2013, Vanderbilt University

 Prediction is often discussed as an explanatory mechanism in event perception and understanding. However, previous research may have overemphasized the importance of constant conceptual prediction… (more)

Subjects/Keywords: event perception; prediction; event segmentation

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APA (6th Edition):

Hymel, A. M. (2013). The Detection of Unexpected Events and Implications for Event Perception. (Thesis). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13120

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):

Hymel, Alicia Marie. “The Detection of Unexpected Events and Implications for Event Perception.” 2013. Thesis, Vanderbilt University. Accessed March 02, 2021. http://hdl.handle.net/1803/13120.

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

MLA Handbook (7th Edition):

Hymel, Alicia Marie. “The Detection of Unexpected Events and Implications for Event Perception.” 2013. Web. 02 Mar 2021.

Vancouver:

Hymel AM. The Detection of Unexpected Events and Implications for Event Perception. [Internet] [Thesis]. Vanderbilt University; 2013. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1803/13120.

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

Council of Science Editors:

Hymel AM. The Detection of Unexpected Events and Implications for Event Perception. [Thesis]. Vanderbilt University; 2013. Available from: http://hdl.handle.net/1803/13120

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


Vanderbilt University

3. Jimenez, Sofia Renee. Preschoolers’ word learning and story comprehension during shared book reading.

Degree: MS, Psychology, 2015, Vanderbilt University

 Providing vocabulary instruction during book reading is an effective way to support word learning for preschool-aged children. We test the placement of such instruction to… (more)

Subjects/Keywords: individual differences; joint-book reading; word learning

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APA (6th Edition):

Jimenez, S. R. (2015). Preschoolers’ word learning and story comprehension during shared book reading. (Thesis). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13038

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):

Jimenez, Sofia Renee. “Preschoolers’ word learning and story comprehension during shared book reading.” 2015. Thesis, Vanderbilt University. Accessed March 02, 2021. http://hdl.handle.net/1803/13038.

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

MLA Handbook (7th Edition):

Jimenez, Sofia Renee. “Preschoolers’ word learning and story comprehension during shared book reading.” 2015. Web. 02 Mar 2021.

Vancouver:

Jimenez SR. Preschoolers’ word learning and story comprehension during shared book reading. [Internet] [Thesis]. Vanderbilt University; 2015. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1803/13038.

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

Council of Science Editors:

Jimenez SR. Preschoolers’ word learning and story comprehension during shared book reading. [Thesis]. Vanderbilt University; 2015. Available from: http://hdl.handle.net/1803/13038

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


Vanderbilt University

4. Bemis, Heather Michelle. Sociodemographic Disadvantage, Stress, and Parenting in Mothers of Children with Cancer.

Degree: MS, Psychology, 2013, Vanderbilt University

 Though associations between sociodemographic disadvantage, stress, and parenting in the general population are well established, the impact of these factors on stress and parenting in… (more)

Subjects/Keywords: stress; parenting; parent-child communication; sociodemographic factors; sociodemographic disadvantage; pediatric cancer

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APA (6th Edition):

Bemis, H. M. (2013). Sociodemographic Disadvantage, Stress, and Parenting in Mothers of Children with Cancer. (Thesis). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12951

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):

Bemis, Heather Michelle. “Sociodemographic Disadvantage, Stress, and Parenting in Mothers of Children with Cancer.” 2013. Thesis, Vanderbilt University. Accessed March 02, 2021. http://hdl.handle.net/1803/12951.

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

MLA Handbook (7th Edition):

Bemis, Heather Michelle. “Sociodemographic Disadvantage, Stress, and Parenting in Mothers of Children with Cancer.” 2013. Web. 02 Mar 2021.

Vancouver:

Bemis HM. Sociodemographic Disadvantage, Stress, and Parenting in Mothers of Children with Cancer. [Internet] [Thesis]. Vanderbilt University; 2013. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1803/12951.

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

Council of Science Editors:

Bemis HM. Sociodemographic Disadvantage, Stress, and Parenting in Mothers of Children with Cancer. [Thesis]. Vanderbilt University; 2013. Available from: http://hdl.handle.net/1803/12951

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


Vanderbilt University

5. Shavlik, Margaret Elizabeth. Children Prefer Storybooks with Causal Information.

Degree: MS, Psychology, 2019, Vanderbilt University

 One way to foster early literacy is by engaging and inspiring children’s early interest in reading. Enriching the causal content of children’s books may be… (more)

Subjects/Keywords: causal information; causal stance; early-literacy; shared reading

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APA (6th Edition):

Shavlik, M. E. (2019). Children Prefer Storybooks with Causal Information. (Thesis). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/10777

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):

Shavlik, Margaret Elizabeth. “Children Prefer Storybooks with Causal Information.” 2019. Thesis, Vanderbilt University. Accessed March 02, 2021. http://hdl.handle.net/1803/10777.

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

MLA Handbook (7th Edition):

Shavlik, Margaret Elizabeth. “Children Prefer Storybooks with Causal Information.” 2019. Web. 02 Mar 2021.

Vancouver:

Shavlik ME. Children Prefer Storybooks with Causal Information. [Internet] [Thesis]. Vanderbilt University; 2019. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1803/10777.

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

Council of Science Editors:

Shavlik ME. Children Prefer Storybooks with Causal Information. [Thesis]. Vanderbilt University; 2019. Available from: http://hdl.handle.net/1803/10777

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


Vanderbilt University

6. Tippenhauer, Nicholas R. Children's Fact but not Word Learning is Affected by Context Variability.

Degree: MS, Psychology, 2018, Vanderbilt University

 There are conflicting accounts of how context variability affects children's word learning. In some instances, children show learning independent of context variability (e.g., Akhtar, 2005).… (more)

Subjects/Keywords: fact learning; word learning; context effects; memory

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APA (6th Edition):

Tippenhauer, N. R. (2018). Children's Fact but not Word Learning is Affected by Context Variability. (Thesis). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/15372

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):

Tippenhauer, Nicholas R. “Children's Fact but not Word Learning is Affected by Context Variability.” 2018. Thesis, Vanderbilt University. Accessed March 02, 2021. http://hdl.handle.net/1803/15372.

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

MLA Handbook (7th Edition):

Tippenhauer, Nicholas R. “Children's Fact but not Word Learning is Affected by Context Variability.” 2018. Web. 02 Mar 2021.

Vancouver:

Tippenhauer NR. Children's Fact but not Word Learning is Affected by Context Variability. [Internet] [Thesis]. Vanderbilt University; 2018. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1803/15372.

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

Council of Science Editors:

Tippenhauer NR. Children's Fact but not Word Learning is Affected by Context Variability. [Thesis]. Vanderbilt University; 2018. Available from: http://hdl.handle.net/1803/15372

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


Vanderbilt University

7. Desjardins, Leandra. Social competence and social problems in children recently diagnosed with cancer.

Degree: MS, Psychology, 2013, Vanderbilt University

 Previous research has found that pediatric cancer survivors are more socially isolated, experience greater difficulties in social competence, and are less likely to marry than… (more)

Subjects/Keywords: Social Problems; Social Competence; Cancer

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APA (6th Edition):

Desjardins, L. (2013). Social competence and social problems in children recently diagnosed with cancer. (Thesis). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13187

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):

Desjardins, Leandra. “Social competence and social problems in children recently diagnosed with cancer.” 2013. Thesis, Vanderbilt University. Accessed March 02, 2021. http://hdl.handle.net/1803/13187.

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

MLA Handbook (7th Edition):

Desjardins, Leandra. “Social competence and social problems in children recently diagnosed with cancer.” 2013. Web. 02 Mar 2021.

Vancouver:

Desjardins L. Social competence and social problems in children recently diagnosed with cancer. [Internet] [Thesis]. Vanderbilt University; 2013. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1803/13187.

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

Council of Science Editors:

Desjardins L. Social competence and social problems in children recently diagnosed with cancer. [Thesis]. Vanderbilt University; 2013. Available from: http://hdl.handle.net/1803/13187

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


Vanderbilt University

8. Yarboi, Janet M. The Association of Social-Environmental Factors with Cognitive Function in Children with Sickle Cell Disease.

Degree: MS, Psychology, 2014, Vanderbilt University

 Sickle cell disease is a chronic, life-threatening condition that affects more than one in every 400 African-American newborns. In addition to being at greater risk… (more)

Subjects/Keywords: social-environmental stress; cognitive function; parenting; sickle cell disease

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APA (6th Edition):

Yarboi, J. M. (2014). The Association of Social-Environmental Factors with Cognitive Function in Children with Sickle Cell Disease. (Thesis). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12153

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):

Yarboi, Janet M. “The Association of Social-Environmental Factors with Cognitive Function in Children with Sickle Cell Disease.” 2014. Thesis, Vanderbilt University. Accessed March 02, 2021. http://hdl.handle.net/1803/12153.

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

MLA Handbook (7th Edition):

Yarboi, Janet M. “The Association of Social-Environmental Factors with Cognitive Function in Children with Sickle Cell Disease.” 2014. Web. 02 Mar 2021.

Vancouver:

Yarboi JM. The Association of Social-Environmental Factors with Cognitive Function in Children with Sickle Cell Disease. [Internet] [Thesis]. Vanderbilt University; 2014. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1803/12153.

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

Council of Science Editors:

Yarboi JM. The Association of Social-Environmental Factors with Cognitive Function in Children with Sickle Cell Disease. [Thesis]. Vanderbilt University; 2014. Available from: http://hdl.handle.net/1803/12153

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


Vanderbilt University

9. Craycraft, Nicole Neekoo. Compensating for an Inattentive Audience.

Degree: MS, Psychology, 2017, Vanderbilt University

 Do speakers adjust their expectations of a conversational partner when said partner is inattentive, and if so, how are their utterances to the inattentive partner… (more)

Subjects/Keywords: Common ground; audience design; dialogue

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APA (6th Edition):

Craycraft, N. N. (2017). Compensating for an Inattentive Audience. (Thesis). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/11259

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):

Craycraft, Nicole Neekoo. “Compensating for an Inattentive Audience.” 2017. Thesis, Vanderbilt University. Accessed March 02, 2021. http://hdl.handle.net/1803/11259.

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

MLA Handbook (7th Edition):

Craycraft, Nicole Neekoo. “Compensating for an Inattentive Audience.” 2017. Web. 02 Mar 2021.

Vancouver:

Craycraft NN. Compensating for an Inattentive Audience. [Internet] [Thesis]. Vanderbilt University; 2017. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1803/11259.

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

Council of Science Editors:

Craycraft NN. Compensating for an Inattentive Audience. [Thesis]. Vanderbilt University; 2017. Available from: http://hdl.handle.net/1803/11259

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


Vanderbilt University

10. Bemis, Heather Michelle. Mothers Coping with Childhood Cancer in the Context of Sociodemographic Disadvantage: Interactive and Longitudinal Effects on Depressive Symptoms.

Degree: PhD, Psychology, 2017, Vanderbilt University

 The present study integrated and expanded upon two previously separate lines of research on stress and coping processes endemic to mothers faced with two significant… (more)

Subjects/Keywords: pediatric cancer; socioeconomic status; sociodemographic disadvantage; stress; mothers; coping

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APA (6th Edition):

Bemis, H. M. (2017). Mothers Coping with Childhood Cancer in the Context of Sociodemographic Disadvantage: Interactive and Longitudinal Effects on Depressive Symptoms. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/10540

Chicago Manual of Style (16th Edition):

Bemis, Heather Michelle. “Mothers Coping with Childhood Cancer in the Context of Sociodemographic Disadvantage: Interactive and Longitudinal Effects on Depressive Symptoms.” 2017. Doctoral Dissertation, Vanderbilt University. Accessed March 02, 2021. http://hdl.handle.net/1803/10540.

MLA Handbook (7th Edition):

Bemis, Heather Michelle. “Mothers Coping with Childhood Cancer in the Context of Sociodemographic Disadvantage: Interactive and Longitudinal Effects on Depressive Symptoms.” 2017. Web. 02 Mar 2021.

Vancouver:

Bemis HM. Mothers Coping with Childhood Cancer in the Context of Sociodemographic Disadvantage: Interactive and Longitudinal Effects on Depressive Symptoms. [Internet] [Doctoral dissertation]. Vanderbilt University; 2017. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1803/10540.

Council of Science Editors:

Bemis HM. Mothers Coping with Childhood Cancer in the Context of Sociodemographic Disadvantage: Interactive and Longitudinal Effects on Depressive Symptoms. [Doctoral Dissertation]. Vanderbilt University; 2017. Available from: http://hdl.handle.net/1803/10540


Vanderbilt University

11. Russo, Colleen Elizabeth. Young Children’s Representational Understanding: The Effect of Experience with Live Video.

Degree: PhD, Psychology, 2017, Vanderbilt University

 The current research examines the effect of experience with smartphone photography and live video on children’s ability to use representational media as a source of… (more)

Subjects/Keywords: Skype; digital photos; live video; symbolic development; toddlers; children; FaceTime; technology; representations

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APA (6th Edition):

Russo, C. E. (2017). Young Children’s Representational Understanding: The Effect of Experience with Live Video. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/11451

Chicago Manual of Style (16th Edition):

Russo, Colleen Elizabeth. “Young Children’s Representational Understanding: The Effect of Experience with Live Video.” 2017. Doctoral Dissertation, Vanderbilt University. Accessed March 02, 2021. http://hdl.handle.net/1803/11451.

MLA Handbook (7th Edition):

Russo, Colleen Elizabeth. “Young Children’s Representational Understanding: The Effect of Experience with Live Video.” 2017. Web. 02 Mar 2021.

Vancouver:

Russo CE. Young Children’s Representational Understanding: The Effect of Experience with Live Video. [Internet] [Doctoral dissertation]. Vanderbilt University; 2017. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1803/11451.

Council of Science Editors:

Russo CE. Young Children’s Representational Understanding: The Effect of Experience with Live Video. [Doctoral Dissertation]. Vanderbilt University; 2017. Available from: http://hdl.handle.net/1803/11451


Vanderbilt University

12. Malesa, Elizabeth Eve. Predicting expressive language abilities from early intentional communication in younger siblings of children with autism spectrum disorder.

Degree: MS, Psychology, 2015, Vanderbilt University

 This paper examines the relation between intentional communication (i.e., declaratives, imperatives) observed at 12-19 months and expressive language abilities observed one year subsequently, comparing younger… (more)

Subjects/Keywords: intentional communication; declaratives; siblings; autism; language

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APA (6th Edition):

Malesa, E. E. (2015). Predicting expressive language abilities from early intentional communication in younger siblings of children with autism spectrum disorder. (Thesis). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/11102

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):

Malesa, Elizabeth Eve. “Predicting expressive language abilities from early intentional communication in younger siblings of children with autism spectrum disorder.” 2015. Thesis, Vanderbilt University. Accessed March 02, 2021. http://hdl.handle.net/1803/11102.

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

MLA Handbook (7th Edition):

Malesa, Elizabeth Eve. “Predicting expressive language abilities from early intentional communication in younger siblings of children with autism spectrum disorder.” 2015. Web. 02 Mar 2021.

Vancouver:

Malesa EE. Predicting expressive language abilities from early intentional communication in younger siblings of children with autism spectrum disorder. [Internet] [Thesis]. Vanderbilt University; 2015. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1803/11102.

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

Council of Science Editors:

Malesa EE. Predicting expressive language abilities from early intentional communication in younger siblings of children with autism spectrum disorder. [Thesis]. Vanderbilt University; 2015. Available from: http://hdl.handle.net/1803/11102

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


Vanderbilt University

13. Killingsworth, Stefanos Sherif. Object-Relevant Kinematics Influence Imitative Compatibility.

Degree: PhD, Psychology, 2012, Vanderbilt University

 One critical finding from the literature on embodied cognition is that people produce actions more efficiently when observing similar as compared to when observing different… (more)

Subjects/Keywords: keyboard; tool use; object perception; mirror neuron system; action perception; compatibility effect; automatic imitation; imitative compatibility

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APA (6th Edition):

Killingsworth, S. S. (2012). Object-Relevant Kinematics Influence Imitative Compatibility. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13723

Chicago Manual of Style (16th Edition):

Killingsworth, Stefanos Sherif. “Object-Relevant Kinematics Influence Imitative Compatibility.” 2012. Doctoral Dissertation, Vanderbilt University. Accessed March 02, 2021. http://hdl.handle.net/1803/13723.

MLA Handbook (7th Edition):

Killingsworth, Stefanos Sherif. “Object-Relevant Kinematics Influence Imitative Compatibility.” 2012. Web. 02 Mar 2021.

Vancouver:

Killingsworth SS. Object-Relevant Kinematics Influence Imitative Compatibility. [Internet] [Doctoral dissertation]. Vanderbilt University; 2012. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1803/13723.

Council of Science Editors:

Killingsworth SS. Object-Relevant Kinematics Influence Imitative Compatibility. [Doctoral Dissertation]. Vanderbilt University; 2012. Available from: http://hdl.handle.net/1803/13723


Vanderbilt University

14. Benson, Taylor Leigh. Bodily Self-Disturbances across the Schizophrenia-Spectrum.

Degree: PhD, Psychology, 2017, Vanderbilt University

 Anomalous or weakened sense of self was central to early theories of schizophrenia. Recent empirical studies have also documented disturbances in body ownership and increased… (more)

Subjects/Keywords: schizophrenia; psychosis; self; body

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APA (6th Edition):

Benson, T. L. (2017). Bodily Self-Disturbances across the Schizophrenia-Spectrum. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/14144

Chicago Manual of Style (16th Edition):

Benson, Taylor Leigh. “Bodily Self-Disturbances across the Schizophrenia-Spectrum.” 2017. Doctoral Dissertation, Vanderbilt University. Accessed March 02, 2021. http://hdl.handle.net/1803/14144.

MLA Handbook (7th Edition):

Benson, Taylor Leigh. “Bodily Self-Disturbances across the Schizophrenia-Spectrum.” 2017. Web. 02 Mar 2021.

Vancouver:

Benson TL. Bodily Self-Disturbances across the Schizophrenia-Spectrum. [Internet] [Doctoral dissertation]. Vanderbilt University; 2017. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1803/14144.

Council of Science Editors:

Benson TL. Bodily Self-Disturbances across the Schizophrenia-Spectrum. [Doctoral Dissertation]. Vanderbilt University; 2017. Available from: http://hdl.handle.net/1803/14144


Vanderbilt University

15. Nichols, Samara Alexandra. Cross-modal Generalization of Vocabulary in Children with Specific Language Impairment.

Degree: MS, Hearing and Speech Sciences, 2014, Vanderbilt University

 Children with Specific Language Impairment (SLI) can present with deficits in receptive, expressive, or both modalities of vocabulary. Although typically developing children demonstrate vocabulary generalization… (more)

Subjects/Keywords: Receptive vocabulary; Generalization; Specific Language Impairment; Expressive vocabulary; Single subject

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APA (6th Edition):

Nichols, S. A. (2014). Cross-modal Generalization of Vocabulary in Children with Specific Language Impairment. (Thesis). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12269

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):

Nichols, Samara Alexandra. “Cross-modal Generalization of Vocabulary in Children with Specific Language Impairment.” 2014. Thesis, Vanderbilt University. Accessed March 02, 2021. http://hdl.handle.net/1803/12269.

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

MLA Handbook (7th Edition):

Nichols, Samara Alexandra. “Cross-modal Generalization of Vocabulary in Children with Specific Language Impairment.” 2014. Web. 02 Mar 2021.

Vancouver:

Nichols SA. Cross-modal Generalization of Vocabulary in Children with Specific Language Impairment. [Internet] [Thesis]. Vanderbilt University; 2014. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1803/12269.

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

Council of Science Editors:

Nichols SA. Cross-modal Generalization of Vocabulary in Children with Specific Language Impairment. [Thesis]. Vanderbilt University; 2014. Available from: http://hdl.handle.net/1803/12269

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


Vanderbilt University

16. 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 March 02, 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. 02 Mar 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 Mar 02]. 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

17. Herberg, Jonathan. Representing Social Agents, Actions, and Knowledge States at Separate Levels of Explicitness.

Degree: PhD, Psychology, 2011, Vanderbilt University

 This dissertation first sketches a framework integrating various processes that have been proposed to account for the human capacity for action perception and analysis. The… (more)

Subjects/Keywords: Action Analysis; Theory-of-Mind; Simulation; Social Cognition

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APA (6th Edition):

Herberg, J. (2011). Representing Social Agents, Actions, and Knowledge States at Separate Levels of Explicitness. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12113

Chicago Manual of Style (16th Edition):

Herberg, Jonathan. “Representing Social Agents, Actions, and Knowledge States at Separate Levels of Explicitness.” 2011. Doctoral Dissertation, Vanderbilt University. Accessed March 02, 2021. http://hdl.handle.net/1803/12113.

MLA Handbook (7th Edition):

Herberg, Jonathan. “Representing Social Agents, Actions, and Knowledge States at Separate Levels of Explicitness.” 2011. Web. 02 Mar 2021.

Vancouver:

Herberg J. Representing Social Agents, Actions, and Knowledge States at Separate Levels of Explicitness. [Internet] [Doctoral dissertation]. Vanderbilt University; 2011. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1803/12113.

Council of Science Editors:

Herberg J. Representing Social Agents, Actions, and Knowledge States at Separate Levels of Explicitness. [Doctoral Dissertation]. Vanderbilt University; 2011. Available from: http://hdl.handle.net/1803/12113


Vanderbilt University

18. 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 March 02, 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. 02 Mar 2021.

Vancouver:

Wiesen SE. Effects of Sticky Mittens Training on Infants' Exploration Behaviors in Various Postures. [Internet] [Doctoral dissertation]. Vanderbilt University; 2017. [cited 2021 Mar 02]. 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

19. Jimenez, Sofia Renee. Preschoolers' curiosity about novel words.

Degree: PhD, Psychology, 2018, Vanderbilt University

 Children who become curious about words’ meanings may be making active, self-directed attempts at learning those words, but little is known about whether they have… (more)

Subjects/Keywords: lexical awareness; word acquisition; active learning

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APA (6th Edition):

Jimenez, S. R. (2018). Preschoolers' curiosity about novel words. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13961

Chicago Manual of Style (16th Edition):

Jimenez, Sofia Renee. “Preschoolers' curiosity about novel words.” 2018. Doctoral Dissertation, Vanderbilt University. Accessed March 02, 2021. http://hdl.handle.net/1803/13961.

MLA Handbook (7th Edition):

Jimenez, Sofia Renee. “Preschoolers' curiosity about novel words.” 2018. Web. 02 Mar 2021.

Vancouver:

Jimenez SR. Preschoolers' curiosity about novel words. [Internet] [Doctoral dissertation]. Vanderbilt University; 2018. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1803/13961.

Council of Science Editors:

Jimenez SR. Preschoolers' curiosity about novel words. [Doctoral Dissertation]. Vanderbilt University; 2018. Available from: http://hdl.handle.net/1803/13961


Vanderbilt University

20. Arndt, Karen Marie Barako. The Production of Complement Taking Verbs Across Complement Clause Types By Typically Developing Preschool Children.

Degree: PhD, Hearing and Speech Sciences, 2019, Vanderbilt University

 Data from elicited language tasks can add to the literature on the development of the complex syntax structures of embedded complement clauses in typically developing… (more)

Subjects/Keywords: WH- complement clauses; complex syntax; embedded complement clauses; infinitival complement clauses; sentential complement clauses; full propositional complement clauses

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APA (6th Edition):

Arndt, K. M. B. (2019). The Production of Complement Taking Verbs Across Complement Clause Types By Typically Developing Preschool Children. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12350

Chicago Manual of Style (16th Edition):

Arndt, Karen Marie Barako. “The Production of Complement Taking Verbs Across Complement Clause Types By Typically Developing Preschool Children.” 2019. Doctoral Dissertation, Vanderbilt University. Accessed March 02, 2021. http://hdl.handle.net/1803/12350.

MLA Handbook (7th Edition):

Arndt, Karen Marie Barako. “The Production of Complement Taking Verbs Across Complement Clause Types By Typically Developing Preschool Children.” 2019. Web. 02 Mar 2021.

Vancouver:

Arndt KMB. The Production of Complement Taking Verbs Across Complement Clause Types By Typically Developing Preschool Children. [Internet] [Doctoral dissertation]. Vanderbilt University; 2019. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1803/12350.

Council of Science Editors:

Arndt KMB. The Production of Complement Taking Verbs Across Complement Clause Types By Typically Developing Preschool Children. [Doctoral Dissertation]. Vanderbilt University; 2019. Available from: http://hdl.handle.net/1803/12350


Vanderbilt University

21. Moneta-Koehler, Liane Alise. Beyond cardinality: how children learn to reason about exact numbers.

Degree: PhD, Psychology, 2015, Vanderbilt University

 Cardinality, the ability to state the quantity of a set, is an important skill in the development of precise numerical reasoning abilities. This set of… (more)

Subjects/Keywords: language; mathematics; numerical reasoning; cardinality; development

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APA (6th Edition):

Moneta-Koehler, L. A. (2015). Beyond cardinality: how children learn to reason about exact numbers. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/10954

Chicago Manual of Style (16th Edition):

Moneta-Koehler, Liane Alise. “Beyond cardinality: how children learn to reason about exact numbers.” 2015. Doctoral Dissertation, Vanderbilt University. Accessed March 02, 2021. http://hdl.handle.net/1803/10954.

MLA Handbook (7th Edition):

Moneta-Koehler, Liane Alise. “Beyond cardinality: how children learn to reason about exact numbers.” 2015. Web. 02 Mar 2021.

Vancouver:

Moneta-Koehler LA. Beyond cardinality: how children learn to reason about exact numbers. [Internet] [Doctoral dissertation]. Vanderbilt University; 2015. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1803/10954.

Council of Science Editors:

Moneta-Koehler LA. Beyond cardinality: how children learn to reason about exact numbers. [Doctoral Dissertation]. Vanderbilt University; 2015. Available from: http://hdl.handle.net/1803/10954


Vanderbilt University

22. Lund, Emily Ann. Early Maternal Word-Learning Cues to Children with and without Cochlear Implants.

Degree: PhD, Hearing and Speech Sciences, 2013, Vanderbilt University

 Despite improvements in amplification technology, the vocabulary growth of children with cochlear implants lag behind that of typically developing children. Maternal input may influence opportunities… (more)

Subjects/Keywords: Cochlear Implants; Word Learning

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APA (6th Edition):

Lund, E. A. (2013). Early Maternal Word-Learning Cues to Children with and without Cochlear Implants. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/14497

Chicago Manual of Style (16th Edition):

Lund, Emily Ann. “Early Maternal Word-Learning Cues to Children with and without Cochlear Implants.” 2013. Doctoral Dissertation, Vanderbilt University. Accessed March 02, 2021. http://hdl.handle.net/1803/14497.

MLA Handbook (7th Edition):

Lund, Emily Ann. “Early Maternal Word-Learning Cues to Children with and without Cochlear Implants.” 2013. Web. 02 Mar 2021.

Vancouver:

Lund EA. Early Maternal Word-Learning Cues to Children with and without Cochlear Implants. [Internet] [Doctoral dissertation]. Vanderbilt University; 2013. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1803/14497.

Council of Science Editors:

Lund EA. Early Maternal Word-Learning Cues to Children with and without Cochlear Implants. [Doctoral Dissertation]. Vanderbilt University; 2013. Available from: http://hdl.handle.net/1803/14497


Vanderbilt University

23. 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 (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 March 02, 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. 02 Mar 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 Mar 02]. 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

24. Rodriguez, Erin M. Coping, Communication, and Adjustment in Pediatric Cancer: The Role of Children's Executive Function.

Degree: PhD, Psychology, 2011, Vanderbilt University

 Previous research with children with cancer has suggested links between adjustment and parent-child communication, coping, and executive function, but little research has addressed how communication,… (more)

Subjects/Keywords: Childhood Cancer; parent-child interaction

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APA (6th Edition):

Rodriguez, E. M. (2011). Coping, Communication, and Adjustment in Pediatric Cancer: The Role of Children's Executive Function. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12511

Chicago Manual of Style (16th Edition):

Rodriguez, Erin M. “Coping, Communication, and Adjustment in Pediatric Cancer: The Role of Children's Executive Function.” 2011. Doctoral Dissertation, Vanderbilt University. Accessed March 02, 2021. http://hdl.handle.net/1803/12511.

MLA Handbook (7th Edition):

Rodriguez, Erin M. “Coping, Communication, and Adjustment in Pediatric Cancer: The Role of Children's Executive Function.” 2011. Web. 02 Mar 2021.

Vancouver:

Rodriguez EM. Coping, Communication, and Adjustment in Pediatric Cancer: The Role of Children's Executive Function. [Internet] [Doctoral dissertation]. Vanderbilt University; 2011. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1803/12511.

Council of Science Editors:

Rodriguez EM. Coping, Communication, and Adjustment in Pediatric Cancer: The Role of Children's Executive Function. [Doctoral Dissertation]. Vanderbilt University; 2011. Available from: http://hdl.handle.net/1803/12511


Vanderbilt University

25. Beck, Sara Lynn. Joint Music Making and Prosocial Behavior in Preschoolers: Lyrics, Vocal-Motor Imitation, & the Beat.

Degree: PhD, Psychology, 2018, Vanderbilt University

 Research has shown that active musical engagement promotes prosocial behavior in preschool-age children under some conditions but not others. The current study consists of two… (more)

Subjects/Keywords: movement; rhythm; entrainment; singing; helping; sharing; musical engagement; joint music making; music; children

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APA (6th Edition):

Beck, S. L. (2018). Joint Music Making and Prosocial Behavior in Preschoolers: Lyrics, Vocal-Motor Imitation, & the Beat. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/11082

Chicago Manual of Style (16th Edition):

Beck, Sara Lynn. “Joint Music Making and Prosocial Behavior in Preschoolers: Lyrics, Vocal-Motor Imitation, & the Beat.” 2018. Doctoral Dissertation, Vanderbilt University. Accessed March 02, 2021. http://hdl.handle.net/1803/11082.

MLA Handbook (7th Edition):

Beck, Sara Lynn. “Joint Music Making and Prosocial Behavior in Preschoolers: Lyrics, Vocal-Motor Imitation, & the Beat.” 2018. Web. 02 Mar 2021.

Vancouver:

Beck SL. Joint Music Making and Prosocial Behavior in Preschoolers: Lyrics, Vocal-Motor Imitation, & the Beat. [Internet] [Doctoral dissertation]. Vanderbilt University; 2018. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1803/11082.

Council of Science Editors:

Beck SL. Joint Music Making and Prosocial Behavior in Preschoolers: Lyrics, Vocal-Motor Imitation, & the Beat. [Doctoral Dissertation]. Vanderbilt University; 2018. Available from: http://hdl.handle.net/1803/11082


Vanderbilt University

26. Weiler, Brian Kenneth. Tense Marking in the General Kindergarten Population: Is there Evidence of Bimodal Distribution?.

Degree: PhD, Hearing and Speech Sciences, 2016, Vanderbilt University

 Tense marking at the point of school entry, that is, kindergarten, has been hypothesized to follow a bimodal distribution. Under this hypothesis, it is predicted… (more)

Subjects/Keywords: tense marking; SLI; language impairment; bimodal distribution; kindergarten; finiteness

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APA (6th Edition):

Weiler, B. K. (2016). Tense Marking in the General Kindergarten Population: Is there Evidence of Bimodal Distribution?. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/11649

Chicago Manual of Style (16th Edition):

Weiler, Brian Kenneth. “Tense Marking in the General Kindergarten Population: Is there Evidence of Bimodal Distribution?.” 2016. Doctoral Dissertation, Vanderbilt University. Accessed March 02, 2021. http://hdl.handle.net/1803/11649.

MLA Handbook (7th Edition):

Weiler, Brian Kenneth. “Tense Marking in the General Kindergarten Population: Is there Evidence of Bimodal Distribution?.” 2016. Web. 02 Mar 2021.

Vancouver:

Weiler BK. Tense Marking in the General Kindergarten Population: Is there Evidence of Bimodal Distribution?. [Internet] [Doctoral dissertation]. Vanderbilt University; 2016. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1803/11649.

Council of Science Editors:

Weiler BK. Tense Marking in the General Kindergarten Population: Is there Evidence of Bimodal Distribution?. [Doctoral Dissertation]. Vanderbilt University; 2016. Available from: http://hdl.handle.net/1803/11649


Vanderbilt University

27. Adery, Laura Louise. Better Together: Effects and Treatments of Loneliness and Social Isolation Across the Schizophrenia Spectrum.

Degree: PhD, Psychology, 2019, Vanderbilt University

 Individuals with schizophrenia (ISZ) are among the most socially isolated and stigmatized individuals in our society. Mounting evidence suggests powerful detrimental effects of loneliness as… (more)

Subjects/Keywords: psychosis; loneliness; social isolation; schizophrenia; music intervention; social training

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APA (6th Edition):

Adery, L. L. (2019). Better Together: Effects and Treatments of Loneliness and Social Isolation Across the Schizophrenia Spectrum. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12266

Chicago Manual of Style (16th Edition):

Adery, Laura Louise. “Better Together: Effects and Treatments of Loneliness and Social Isolation Across the Schizophrenia Spectrum.” 2019. Doctoral Dissertation, Vanderbilt University. Accessed March 02, 2021. http://hdl.handle.net/1803/12266.

MLA Handbook (7th Edition):

Adery, Laura Louise. “Better Together: Effects and Treatments of Loneliness and Social Isolation Across the Schizophrenia Spectrum.” 2019. Web. 02 Mar 2021.

Vancouver:

Adery LL. Better Together: Effects and Treatments of Loneliness and Social Isolation Across the Schizophrenia Spectrum. [Internet] [Doctoral dissertation]. Vanderbilt University; 2019. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1803/12266.

Council of Science Editors:

Adery LL. Better Together: Effects and Treatments of Loneliness and Social Isolation Across the Schizophrenia Spectrum. [Doctoral Dissertation]. Vanderbilt University; 2019. Available from: http://hdl.handle.net/1803/12266


Vanderbilt University

28. Yarboi, Janet M. The Role of Parent Stress and Parenting Behaviors in Cognitive Function in Children with Sickle Cell Disease.

Degree: PhD, Psychology, 2018, Vanderbilt University

 Sickle cell disease (SCD) is a chronic, life-threatening condition that affects more than one every 400 African American newborns. In addition to being at greater… (more)

Subjects/Keywords: responsive parenting; social-environmental stress; parent-child interactions; chronic illness; pediatric psychology

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APA (6th Edition):

Yarboi, J. M. (2018). The Role of Parent Stress and Parenting Behaviors in Cognitive Function in Children with Sickle Cell Disease. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13989

Chicago Manual of Style (16th Edition):

Yarboi, Janet M. “The Role of Parent Stress and Parenting Behaviors in Cognitive Function in Children with Sickle Cell Disease.” 2018. Doctoral Dissertation, Vanderbilt University. Accessed March 02, 2021. http://hdl.handle.net/1803/13989.

MLA Handbook (7th Edition):

Yarboi, Janet M. “The Role of Parent Stress and Parenting Behaviors in Cognitive Function in Children with Sickle Cell Disease.” 2018. Web. 02 Mar 2021.

Vancouver:

Yarboi JM. The Role of Parent Stress and Parenting Behaviors in Cognitive Function in Children with Sickle Cell Disease. [Internet] [Doctoral dissertation]. Vanderbilt University; 2018. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1803/13989.

Council of Science Editors:

Yarboi JM. The Role of Parent Stress and Parenting Behaviors in Cognitive Function in Children with Sickle Cell Disease. [Doctoral Dissertation]. Vanderbilt University; 2018. Available from: http://hdl.handle.net/1803/13989


Vanderbilt University

29. Strouse, Gabrielle A. Toddlers' imitation of new skills from video.

Degree: MS, Psychology, 2007, Vanderbilt University

 Imitation of people on educational television is one way for very young children to learn new skills. Toddlers in previous studies exhibited a “video deficit”… (more)

Subjects/Keywords: social cognition; Television in education; representation; Imitation in children; Toddlers  – Education

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APA (6th Edition):

Strouse, G. A. (2007). Toddlers' imitation of new skills from video. (Thesis). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13637

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):

Strouse, Gabrielle A. “Toddlers' imitation of new skills from video.” 2007. Thesis, Vanderbilt University. Accessed March 02, 2021. http://hdl.handle.net/1803/13637.

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

MLA Handbook (7th Edition):

Strouse, Gabrielle A. “Toddlers' imitation of new skills from video.” 2007. Web. 02 Mar 2021.

Vancouver:

Strouse GA. Toddlers' imitation of new skills from video. [Internet] [Thesis]. Vanderbilt University; 2007. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1803/13637.

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

Council of Science Editors:

Strouse GA. Toddlers' imitation of new skills from video. [Thesis]. Vanderbilt University; 2007. Available from: http://hdl.handle.net/1803/13637

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


Vanderbilt University

30. Osina, Maria Alexandrovna. What and where in 12-month-old infants’ absent reference comprehension.

Degree: MS, Psychology, 2010, Vanderbilt University

 The inconsistency of babies’ ability to reveal displaced speech comprehension in previous research can be accounted for by the relative difficulty of the task and… (more)

Subjects/Keywords: language development; cognitive development; mental representation; visuospatial memory; memory specificity; context; object in place; objects and locations

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APA (6th Edition):

Osina, M. A. (2010). What and where in 12-month-old infants’ absent reference comprehension. (Thesis). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/11706

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):

Osina, Maria Alexandrovna. “What and where in 12-month-old infants’ absent reference comprehension.” 2010. Thesis, Vanderbilt University. Accessed March 02, 2021. http://hdl.handle.net/1803/11706.

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

MLA Handbook (7th Edition):

Osina, Maria Alexandrovna. “What and where in 12-month-old infants’ absent reference comprehension.” 2010. Web. 02 Mar 2021.

Vancouver:

Osina MA. What and where in 12-month-old infants’ absent reference comprehension. [Internet] [Thesis]. Vanderbilt University; 2010. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1803/11706.

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

Council of Science Editors:

Osina MA. What and where in 12-month-old infants’ absent reference comprehension. [Thesis]. Vanderbilt University; 2010. Available from: http://hdl.handle.net/1803/11706

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

[1] [2]

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