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ORCIDCatherine M. Sandhofer
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Journal Articles
- 2022
[j2]Patricia W. Cheng, Catherine M. Sandhofer
, Mimi Liljeholm:
Analytic Causal Knowledge for Constructing Useable Empirical Causal Knowledge: Two Experiments on Pre-schoolers. Cogn. Sci. 46(5) (2022)- 2014
- [j1]Haley A. Vlach, Catherine M. Sandhofer:
Retrieval Dynamics and Retention in Cross-Situational Statistical Word Learning. Cogn. Sci. 38(4): 757-774 (2014)
Conference and Workshop Papers
- 2023
- [c21]Marissa Ogren, Catherine M. Sandhofer:
How Do Emotion Labels Help Emotion Learning? The Role of Novelty Versus Familiarity. CogSci 2023 - [c20]Urvi Shah, Emily M. Neer, Siobhan Sive Glynn, Catherine M. Sandhofer:
The association between types of caregiver mental state language and toddler perspective-taking. CogSci 2023 - 2022
- [c19]Amalia Ionescu, Hongjing Lu, Keith J. Holyoak, Catherine M. Sandhofer:
Children's Acquisition of the Concept of Antonym Across Different Lexical Classes. CogSci 2022 - [c18]Michelle Lynn Luna, Catherine M. Sandhofer:
Supporting Word Learning from Shared Book Reading Sessions with Preschoolers. CogSci 2022 - 2021
- [c17]Amalia Ionescu, Christina M. Tworek, Catherine M. Sandhofer, Andrei Cimpian:
The Effects of Messages About Intellectual Ability on Children's Activity Preferences. CogSci 2021 - [c16]Emily M. Neer, Catherine M. Sandhofer:
The Role of Attention in Learning through Overheard Speech. CogSci 2021 - [c15]Marissa Ogren, Catherine M. Sandhofer:
Emotion Words May Connect Complex Emotional Events and Facial Expressions in Early Childhood. CogSci 2021 - [c14]Gwendolyn Price, Catherine M. Sandhofer:
Effects on word learning from spacing and category variability. CogSci 2021 - 2019
- [c13]Michelle Lynn Luna, Catherine M. Sandhofer:
The Effects of Contextual Cues on the Learning of Prepositions. CogSci 2019: 3517 - [c12]Marissa Ogren, Catherine M. Sandhofer:
The Influence of Emotional Cues on Toddler Word Learning. CogSci 2019: 3541 - [c11]Gwendolyn Price, Catherine M. Sandhofer:
Parent comparison and contrast speech is affected by variation of present visual display and child language comprehension. CogSci 2019: 3551 - 2018
- [c10]Naomi Kline, Natsuki Atagi, Maxim Bushmakin, Catherine M. Sandhofer:
Developmental Differences in Semantic Search Strategies Between Monolingual and Bilingual Children. CogSci 2018 - [c9]Michelle Lynn Luna, Catherine M. Sandhofer:
Contextual Separation Shifts Attentional Biases. CogSci 2018 - [c8]Gwendolyn Price, Catherine M. Sandhofer:
A Disadvantage of Comparison and Contrast in Object Label Learning. CogSci 2018 - [c7]Christina Schonberg, Catherine M. Sandhofer, Scott P. Johnson:
How do pragmatic and object cues affect monolingual and bilingual toddlers' visual attention during word learning? CogSci 2018 - 2017
- [c6]Patricia W. Cheng, Mimi Liljeholm, Catherine M. Sandhofer:
Analytic knowledge for constructing useable empirical causal knowledge: Two experiments on preschoolers. CogSci 2017 - 2015
- [c5]Natsuki Atagi, Catherine M. Sandhofer:
Cognitive Flexibility in Mathematics: Bilingual Children Show Cognitive Advantages. CogSci 2015 - [c4]Christina Schonberg, Natsuki Atagi, Catherine M. Sandhofer:
Apple, pomme, manzana: Productive vocabulary and cognitive flexibility in bilingual preschoolers. CogSci 2015 - 2013
- [c3]Patricia W. Cheng, Mimi Liljeholm, Catherine M. Sandhofer:
Logical Consistency and Objectivity in Causal Learning. CogSci 2013 - 2012
- [c2]Natsuki Atagi, Catherine M. Sandhofer:
What do children hear? Japanese parents' use of numeral classifiers. CogSci 2012 - 2011
- [c1]Haley A. Vlach, Catherine M. Sandhofer:
Retrieval Dynamics of In-the-Moment and Long-Term Statistical Word Learning. CogSci 2011
Coauthor Index
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