Elizabet U. Spaepen, Ph.D.
Affiliations: | University of Chicago, Chicago, IL |
Area:
Gesture, sign language, cognitive developmentGoogle:
"Elizabet Spaepen"Mean distance: 17.32 (cluster 15) | S | N | B | C | P |
Parents
Sign in to add mentor| Susan Goldin-Meadow | grad student | 2008 | Chicago | |
| (*Language for number: The limits of numerical reasoning without linguistic input.) | ||||
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Publications
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| Abner N, Namboodiripad S, Spaepen E, et al. (2021) Emergent Morphology in Child Homesign: Evidence from Number Language. Language Learning and Development : the Official Journal of the Society For Language Development. 18: 16-40 |
| Gibson DJ, Gunderson EA, Spaepen E, et al. (2018) Number gestures predict learning of number words. Developmental Science. e12791 |
| Spaepen E, Gunderson EA, Gibson D, et al. (2018) Meaning before order: Cardinal principle knowledge predicts improvement in understanding the successor principle and exact ordering. Cognition. 180: 59-81 |
| Gunderson EA, Spaepen E, Gibson D, et al. (2015) Gesture as a window onto children's number knowledge. Cognition. 144: 14-28 |
| Gunderson EA, Spaepen E, Levine SC. (2015) Approximate number word knowledge before the cardinal principle. Journal of Experimental Child Psychology. 130: 35-55 |
| Spaepen E, Coppola M, Flaherty M, et al. (2013) Generating a lexicon without a language model: Do words for number count? Journal of Memory and Language. 69 |
| Coppola M, Spaepen E, Goldin-Meadow S. (2013) Communicating about quantity without a language model: number devices in homesign grammar. Cognitive Psychology. 67: 1-25 |
| Spaepen E, Coppola M, Spelke ES, et al. (2011) Number without a language model. Proceedings of the National Academy of Sciences of the United States of America. 108: 3163-8 |