Part of
Narrative, Literacy and Other Skills: Studies in intervention
Edited by Edy Veneziano and Ageliki Nicolopoulou
[Studies in Narrative 25] 2019
► pp. 91107
References
Baayen, R. H.
(2008) Analyzing linguistic data: A practical introduction to statistics using R. Cambridge, UK: Cambridge University Press. DOI logoGoogle Scholar
Bamberg, M.
(2012) Narrative analysis. In H. Cooper (Editor-in-chief), APA handbook of research methods in psychology (Vols. 1–3). Washington, DC: APA Press.Google Scholar
Blewitt, P.
(2015) Growing vocabulary in the context of shared book reading. In B. Kümmerling-Meibauer, J. Meibauer, K. J. Rohlfing, & K. Nachtigäller (Eds.), Learning from picturebooks: Perspectives from child development and literacy studies (pp.117–136). New York, NY: Routledge.Google Scholar
Bloom, L.
(1990) Developments in expression: Affect and speech. In N. Stein, B. Leventhal, & T. Trabasso (Eds.), Psychological and biological approaches to emotion (pp.215–245). Hillsdale, NJ: Lawrence Erlbaum.Google Scholar
Bloom, L., & Capatides, J. B.
(1987) Expression of affect and the emergence of language. Child Development, 58, 1513–1522. DOI logoGoogle Scholar
Booth, A. E.
(2009) Causal supports for early word learning. Child Development, 80, 1243–1250. DOI logoGoogle Scholar
Bruner, J. S.
(1983) Child‘s talk: Learning to use language. New York, NY: Norton.Google Scholar
Davidson, D., Luo, Z., & Burden, M. J.
(2001) Children’s recall of emotional behaviours, emotional labels, and non-emotional behaviours: Does emotion enhance memory? Cognition and Emotion, 15, 1–26. DOI logoGoogle Scholar
Dewhurst, S. A., & Parry, L. A.
(2000) Emotionality, distinctiveness, and recollective experience. European Journal of Cognitive Psychology, 12, 541–551. DOI logoGoogle Scholar
Doan, S. N.
(2010) The role of emotion in word learning. Early Child Development and Care, 180, 1065–1078. DOI logoGoogle Scholar
Friend, M.
(2001) The transition from affective to linguistic meaning. First Language, 21, 219–243. DOI logoGoogle Scholar
Gentner, D.
(2003) Why we’re so smart. In D. Gentner, & S. Goldin-Meadow (Eds.), Language in mind. Advances in the study of language and thought (pp.195–235). Cambridge MA / London: MIT Press. DOI logoGoogle Scholar
Grimm, H.
(2000) SETK-2 Sprachentwicklungstest für zweijährige Kinder – Diagnose rezeptiver und produktiver Sprachverarbeitungsfähigkeiten. Göttingen: Hogrefe.Google Scholar
Horst, J. S.
(2013) Context and repetition in word learning. Frontiers in Psychology, 4, 1–29. DOI logoGoogle Scholar
Horst, J. S., Parsons, K. L., & Bryan, N. M.
(2011) Get the story straight: Contextual repetition promotes word learning from storybooks. Frontiers in Psychology, 2, 1–11. DOI logoGoogle Scholar
Izard, C. E.
(1991) The psychology of emotions. New York, NY: Plenum Press. DOI logoGoogle Scholar
Johnston, J. R., & Slobin, D. I.
(1979) The development of locative expressions in English, Italian, Serbo-Croatian and Turkish. Journal of Child Language, 6, 529–545. DOI logoGoogle Scholar
Kucirkova, N., Messer, D., & Sheehy, K.
(2014) Reading personalized books with preschool children enhances their word acquisition. First Language, 34, 227–243. DOI logoGoogle Scholar
Lindquist, K. A., & Gendron, M.
(2013) What's in a word? Language constructs emotion perception. Emotion Review, 5, 66–71. DOI logoGoogle Scholar
Liwag, M. D., & Stein, N. L.
(1995) Children's memory for emotional events: The importance of emotion-related retrieval cues. Journal of Experimental Child Psychology, 60, 2–31. DOI logoGoogle Scholar
Mandler, J. M., & Johnson, N. S.
(1977) Remembrance of things parsed: Story structure and recall. Cognitive Psychology, 9, 111–151. DOI logoGoogle Scholar
Markova, G., & Legerstee, M.
(2006) Contingency, imitation, and affect sharing: Foundations of infants’ social awareness. Developmental Psychology, 42, 132–141. DOI logoGoogle Scholar
Nachtigäller, K
(2013) Long-term word learning in 2-year-old children. How does narrative input about pictures and objects influence retention and generalization of newly acquired spatial prepositions? Unpublished doctoral dissertation). Bielefeld University.Google Scholar
Nachtigäller, K., Rohlfing, K. J., & McGregor, K. K.
(2013) A story about a word: Doesnarrative presentation promote learning of a spatial preposition in German two-year-olds? Journal of Child Language, 40, 900–917. DOI logoGoogle Scholar
Nicely, P., Tamis-LeMonda, C. S., & Bornstein, M. H.
(1999) Mothers’ attuned responses to infant affect expressivity promote earlier achievement of language milestones. Infant Behavior and Development, 22, 557–568. DOI logoGoogle Scholar
Nikolajeva, M.
(2014) Reading for learning: Cognitive approaches to children’s literature. Children’s Liiterature, Language and Cognitition 3. Amsterdam: John Benjamins. DOI logoGoogle Scholar
Rohlfing, K. J.
(2006) Facilitating the acquisition of UNDER by means of IN and ON – a training study in Polish. Journal of Child Language, 33, 51–69. DOI logoGoogle Scholar
Rohlfing, K. J., & Nachtigäller, K.
(2016) Can 28-month-old children learn spatial prepositions robustly from pictures? Yes, when narrative input is provided. Frontiers in Language Science, 7, 961. DOI logoGoogle Scholar
Sahr, M., & Schlund, A.
(1992) Das Bilderbuch in der Grundschule. Regensburg: Wolf.Google Scholar
Singh, L.
(2008) Influences of high and low variability on infant word recognition. Cognition, 106, 833–870. DOI logoGoogle Scholar
Tomasello, M., & Barton, M.
(1994) Learning words in nonostensive contexts. Developmental Psychology, 30, 639–650. DOI logoGoogle Scholar
Tomasello, M., & Todd, J.
(1983) Joint attention and lexical acquisition style. First Language, 4, 197–212. DOI logoGoogle Scholar