Linda B. Smith, Ph.D.

Psychological and Brain Sciences Indiana University, Bloomington, Bloomington, IN, United States 
Cognitive Development, lexical learning, perception
"Linda Smith"
Mean distance: 15.59 (cluster 15)
Cross-listing: LinguisTree - CSD Tree


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Deborah Kemler Nelson grad student 1973-1977 Penn


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Lynn K. Perry research assistant Indiana University
Katharine M. Graf Estes research assistant 2000 University of Indiana
Nicholas E Fears research assistant 2010-2013 Indiana University (PsychTree)
Susan Ellis Weismer grad student Indiana University (LinguisTree)
Ji Y. Son grad student UCLA
Maria D. Sera grad student 1987 Indiana University (LinguisTree)
Larissa K. Samuelson grad student 2000 Indiana University
Catherine M. Sandhofer grad student 2002 Indiana University
Hanako Yoshida grad student 1998-2003 Indiana University
Jun Luo grad student 2004 Indiana University (Evolution Tree)
Rima Hanania grad student 2009 Indiana University
Adam Sheya grad student 2009 Indiana University
Megumi Kuwabara grad student 2011 Indiana University
Sandra Y. Street grad student 2012 Indiana University
Daniel Yurovsky grad student 2007-2012 Indiana University
Viridiana L. Benitez grad student 2013 Indiana University
Lisa M. Cantrell grad student 2013 Indiana University
Catarina Vales grad student 2010-2016 Indiana University
Catalina Suarez-Rivera grad student 2014-2019 Indiana University (CSD Tree)
Alex Doumas post-doc Indiana University
Jeremy I. Borjon post-doc 2017- Indiana University
Alan W. Kersten post-doc 1995-1998 Indiana University
Richard W. Prather post-doc 2009-2014 Indiana University
Caitlin M. Fausey post-doc 2010-2014 Indiana University
Jessica L. Montag post-doc 2014-2015 Indiana
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McQuillan ME, Smith LB, Yu C, et al. (2019) Parents Influence the Visual Learning Environment Through Children's Manual Actions. Child Development
Yuan L, Prather RW, Mix KS, et al. (2019) Preschoolers and multi-digit numbers: A path to mathematics through the symbols themselves. Cognition. 189: 89-104
Slone LK, Smith LB, Yu C. (2019) Self-generated Variability in Object Images Predicts Vocabulary Growth. Developmental Science. e12816
Yuan L, Xu TL, Yu C, et al. (2018) Sustained visual attention is more than seeing. Journal of Experimental Child Psychology. 179: 324-336
Slone LK, Abney DH, Borjon JI, et al. (2018) Gaze in Action: Head-mounted Eye Tracking of Children's Dynamic Visual Attention During Naturalistic Behavior. Journal of Visualized Experiments : Jove
Suarez-Rivera C, Smith LB, Yu C. (2018) Multimodal parent behaviors within joint attention support sustained attention in infants. Developmental Psychology
Borjon JI, Schroer SE, Bambach S, et al. (2018) A View of Their Own: Capturing the Egocentric View of Infants and Toddlers with Head-Mounted Cameras. Journal of Visualized Experiments : Jove
Kucker SC, Samuelson LK, Perry LK, et al. (2018) Reproducibility and a unifying explanation: Lessons from the shape bias. Infant Behavior & Development
Yu C, Suanda SH, Smith LB. (2018) Infant sustained attention but not joint attention to objects at 9 months predicts vocabulary at 12 and 15 months. Developmental Science. e12735
Vales C, Smith LB. (2018) When a word is worth more than a picture: Words lower the threshold for object identification in 3-year-old children. Journal of Experimental Child Psychology. 175: 37-47
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