| Year |
Citation |
Score |
| 2018 |
Neuman SB, Kaefer T, Pinkham AM. A double dose of disadvantage: Language experiences for low-income children in home and school. Journal of Educational Psychology. 110: 102-118. DOI: 10.1037/Edu0000201 |
0.364 |
|
| 2016 |
Neuman SB, Kaefer T, Pinkham AM. Improving Low-Income Preschoolers’ Word and World Knowledge: The Effects of Content-Rich Instruction The Elementary School Journal. 116: 652-674. DOI: 10.1086/686463 |
0.416 |
|
| 2016 |
Kaefer T, Pinkham AM, Neuman SB. Seeing and knowing: Attention to illustrations during storybook reading and narrative comprehension in 2-year-olds Infant and Child Development. 26: e2018. DOI: 10.1002/Icd.2018 |
0.349 |
|
| 2015 |
Van Reet J, Pinkham AM, Lillard AS. The Effect of Realistic Contexts on Ontological Judgments of Novel Entities. Cognitive Development. 34: 88-98. PMID 25914442 DOI: 10.1016/J.Cogdev.2014.12.010 |
0.41 |
|
| 2015 |
Neuman SB, Pinkham A, Kaefer T. Supporting Vocabulary Teaching and Learning in Prekindergarten: The Role of Educative Curriculum Materials Early Education and Development. 26: 988-1011. DOI: 10.1080/10409289.2015.1004517 |
0.329 |
|
| 2015 |
Kaefer T, Neuman SB, Pinkham AM. Pre-existing Background Knowledge Influences Socioeconomic Differences in Preschoolers’ Word Learning and Comprehension Reading Psychology. 36: 203-231. DOI: 10.1080/02702711.2013.843064 |
0.429 |
|
| 2014 |
Pinkham AM, Kaefer T, Neuman SB. Does Mother Know Best? Maternal Knowledge Calibration Predicts Children’s Oral Language Development Child Development Research. 2014: 1-9. DOI: 10.1155/2014/387637 |
0.421 |
|
| 2014 |
Pinkham AM, Kaefer T, Neuman SB. Taxonomies Support Preschoolers’ Knowledge Acquisition from Storybooks Child Development Research. 2014: 1-10. DOI: 10.1155/2014/386762 |
0.491 |
|
| 2014 |
Neuman SB, Kaefer T, Pinkham A, Strouse G. Can Babies Learn to Read? A Randomized Trial of Baby Media Journal of Educational Psychology. DOI: 10.1037/A0035937 |
0.397 |
|
| 2014 |
Neuman SB, Kaefer T, Pinkham A. Building background knowledge Reading Teacher. 68: 145-148. DOI: 10.1002/Trtr.1314 |
0.445 |
|
| 2013 |
Neuman SB, Pinkham AM, Kaefer T. Building Word and World Knowledge in the Early Years International Handbook of Research On Children's Literacy, Learning, and Culture. 199-214. DOI: 10.1002/9781118323342.ch15 |
0.33 |
|
| 2010 |
Lillard A, Pinkham AM, Smith E. Pretend Play and Cognitive Development The Wiley-Blackwell Handbook of Childhood Cognitive Development, Second Edition. 285-311. DOI: 10.1002/9781444325485.ch11 |
0.543 |
|
| 2007 |
Van reet J, Pinkham AM, Lillard AS. The development of the counterfactual imagination Behavioral and Brain Sciences. 30: 468. DOI: 10.1017/S0140525X07002749 |
0.583 |
|
| Low-probability matches (unlikely to be authored by this person) |
| 2011 |
Pinkham AM, Jaswal VK. Watch and Learn? Infants Privilege Efficiency Over Pedagogy During Imitative Learning. Infancy : the Official Journal of the International Society On Infant Studies. 16: 535-544. PMID 32693552 DOI: 10.1111/J.1532-7078.2010.00059.X |
0.263 |
|
| 2009 |
Monroe J, Griffin M, Pinkham A, Loughead J, Gur R, Roberts T, Edgar J. Effects of Explicit vs. Implicit Processing of Emotion on the Fusiform Face Response Neuroimage. 47: S192. DOI: 10.1016/S1053-8119(09)72160-3 |
0.081 |
|
| 2016 |
Caine LZ, Pinkham AM, Noble JT. Be seen and heard being clean: A novel patient-centered approach to hand hygiene. American Journal of Infection Control. PMID 26856466 DOI: 10.1016/j.ajic.2015.11.027 |
0.06 |
|
| 2011 |
Pinkham AM, Jaswal VK. Watch and learn? Infants privilege efficiency over pedagogy during imitative learning Infancy. 16: 535-544. DOI: 10.1111/j.1532-7078.2010.00059.x |
0.054 |
|
| Hide low-probability matches. |