Jessica Sullivan

Affiliations: 
Department of Psychology Skidmore College, Saratoga Springs, NY, United States 
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Marušič F, Žaucer R, Saksida A, et al. (2020) Do children derive exact meanings pragmatically? Evidence from a dual morphology language. Cognition. 207: 104527
Chu J, Cheung P, Schneider RM, et al. (2020) Counting to Infinity: Does Learning the Syntax of the Count List Predict Knowledge That Numbers Are Infinite? Cognitive Science. 44: e12875
Marchand E, Wade S, Sullivan J, et al. (2020) Language-specific numerical estimation in bilingual children. Journal of Experimental Child Psychology. 197: 104860
Schneider RM, Sullivan J, Marušič F, et al. (2020) Do children use language structure to discover the recursive rules of counting? Cognitive Psychology. 117: 101263
Sullivan J, Davidson K, Wade S, et al. (2019) Differentiating scalar implicature from exclusion inferences in language acquisition. Journal of Child Language. 1-27
Sullivan J, Boucher J, Kiefer RJ, et al. (2019) Discourse Coherence as a Cue to Reference in Word Learning: Evidence for Discourse Bootstrapping. Cognitive Science. 43
Marušič F, Žaucer R, Plesničar V, et al. (2016) Does Grammatical Structure Accelerate Number Word Learning? Evidence from Learners of Dual and Non-Dual Dialects of Slovenian. Plos One. 11: e0159208
Barner D, Alvarez G, Sullivan J, et al. (2016) Learning Mathematics in a Visuospatial Format: A Randomized, Controlled Trial of Mental Abacus Instruction. Child Development
Sullivan J, Barner D. (2015) Discourse bootstrapping: preschoolers use linguistic discourse to learn new words. Developmental Science
Sullivan J, Barner D. (2014) The development of structural analogy in number-line estimation. Journal of Experimental Child Psychology. 128: 171-89
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