Amy Booth

Northwestern University, Evanston, IL 
Developmental Psychology, Cognitive Psychology
"Amy Booth"
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Alvarez AL, Booth AE. (2015) Preschoolers prefer to learn causal information. Frontiers in Psychology. 6: 60
Booth AE. (2014) Conceptually coherent categories support label-based inductive generalization in preschoolers. Journal of Experimental Child Psychology. 123: 1-14
Alvarez AL, Booth AE. (2014) Motivated by meaning: testing the effect of knowledge-infused rewards on preschoolers' persistence. Child Development. 85: 783-91
Booth AE, Waxman SR. (2009) A horse of a different color: specifying with precision infants' mappings of novel nouns and adjectives. Child Development. 80: 15-22
Booth AE, Waxman SR. (2008) Taking stock as theories of word learning take shape. Developmental Science. 11: 185-94
Booth AE, Waxman SR. (2006) Déjà Vu all over again: re-revisiting the conceptual status of early word learning: comment on Smith and Samuelson (2006). Developmental Psychology. 42: 1344-6
Booth AE, Waxman SR, Huang YT. (2005) Conceptual information permeates word learning in infancy. Developmental Psychology. 41: 491-505
Booth AE, Waxman SR. (2003) Bringing theories of word learning in line with the evidence. Cognition. 87: 215-8
Booth AE, Waxman S. (2002) Object names and object functions serve as cues to categories for infants Developmental Psychology. 38: 948-957
Booth AE, Bertenthal BI, Pinto J. (2002) Perception of the symmetrical patterning of human gait by infants. Developmental Psychology. 38: 554-63
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