| Year |
Citation |
Score |
| 2023 |
Bae J, Shavlik M, Shatrowsky CE, Haden CA, Booth AE. Predicting grade school scientific literacy from aspects of the early home science environment. Frontiers in Psychology. 14: 1113196. PMID 37138996 DOI: 10.3389/fpsyg.2023.1113196 |
0.773 |
|
| 2022 |
Booth AE, Shavlik M, Haden CA. Exploring the foundations of early scientific literacy: Children's causal stance. Developmental Psychology. PMID 36048102 DOI: 10.1037/dev0001433 |
0.787 |
|
| 2022 |
Shavlik M, Köksal Ö, French BF, Haden CA, Legare CH, Booth AE. Contributions of causal reasoning to early scientific literacy. Journal of Experimental Child Psychology. 224: 105509. PMID 35850022 DOI: 10.1016/j.jecp.2022.105509 |
0.771 |
|
| 2020 |
Shavlik M, Davis-Kean PE, Schwab JF, Booth AE. Early Word-Learning Skills: A Missing Link in Understanding the Vocabulary Gap? Developmental Science. e13034. PMID 32881178 DOI: 10.1111/Desc.13034 |
0.784 |
|
| 2020 |
Booth AE, Shavlik M, Haden CA. Parents' causal talk: Links to children's causal stance and emerging scientific literacy. Developmental Psychology. PMID 32833470 DOI: 10.1037/Dev0001108 |
0.776 |
|
| 2020 |
Shavlik M, Bauer JR, Booth AE. Children's Preference for Causal Information in Storybooks. Frontiers in Psychology. 11: 666. PMID 32351428 DOI: 10.3389/Fpsyg.2020.00666 |
0.789 |
|
| 2016 |
Bauer JR, Booth AE, McGroarty-Torres K. Causally-Rich Group Play: A Powerful Context for Building Preschoolers' Vocabulary. Frontiers in Psychology. 7: 997. PMID 27445951 DOI: 10.3389/fpsyg.2016.00997 |
0.58 |
|
| 2016 |
Alvarez A, Booth AE. Exploring individual differences in preschoolers' causal stance. Developmental Psychology. 52: 411-22. PMID 26689761 DOI: 10.1037/Dev0000085 |
0.774 |
|
| 2015 |
Alvarez AL, Booth AE. Preschoolers prefer to learn causal information. Frontiers in Psychology. 6: 60. PMID 25762945 DOI: 10.3389/Fpsyg.2015.00060 |
0.763 |
|
| 2015 |
Booth AE, Alvarez A. Developmental Changes in Causal Supports for Word Learning Language Learning and Development. 11: 80-92. DOI: 10.1080/15475441.2014.888900 |
0.738 |
|
| 2015 |
Booth AE. Effects of causal information on the early word learning: Efficiency and longevity Cognitive Development. 33: 99-107. DOI: 10.1016/j.cogdev.2014.05.001 |
0.463 |
|
| 2014 |
Booth AE. Conceptually coherent categories support label-based inductive generalization in preschoolers. Journal of Experimental Child Psychology. 123: 1-14. PMID 24632505 DOI: 10.1016/j.jecp.2014.01.007 |
0.453 |
|
| 2014 |
Alvarez AL, Booth AE. Motivated by meaning: testing the effect of knowledge-infused rewards on preschoolers' persistence. Child Development. 85: 783-91. PMID 24033222 DOI: 10.1111/Cdev.12151 |
0.737 |
|
| 2012 |
Graham SA, Booth AE, Waxman SR. Words Are Not Merely Features: Only Consistently Applied Nouns Guide 4-year-olds' Inferences About Object Categories Language Learning and Development. 8: 136-145. DOI: 10.1080/15475441.2011.599304 |
0.417 |
|
| 2010 |
Booth AE, Ware EA. Categories, concepts and causality: A reply to Samuelson and Perone Cognitive Development. 25: 154-157. DOI: 10.1016/J.Cogdev.2010.02.004 |
0.756 |
|
| 2010 |
Ware EA, Booth AE. Form follows function: Learning about function helps children learn about shape Cognitive Development. 25: 124-137. DOI: 10.1016/J.Cogdev.2009.10.003 |
0.767 |
|
| 2009 |
Booth AE. Causal supports for early word learning. Child Development. 80: 1243-50. PMID 19630905 DOI: 10.1111/j.1467-8624.2009.01328.x |
0.483 |
|
| 2003 |
Booth AE, Waxman SR. Bringing theories of word learning in line with the evidence. Cognition. 87: 215-8. PMID 12684201 DOI: 10.1016/S0010-0277(02)00237-8 |
0.304 |
|
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