REFERENCES
- Blewitt, P., Golinkoff, R. M., & Alioto, A. (2000). Do toddlers have label preferences? A possible explanation for word refusals. First Language, 20, 253–272. doi:10.1177/014272370002006002
- Brown, R. (1973). A first language: The early stages. Oxford, UK: Harvard University Press.
- Carey, S., & Bartlett, E. (1978). Acquiring a single new word. Papers and Reports on Child Language Development (Department of Linguistics, Stanford University), 15, 17–29.
- Carmichael, C. A., & Hayes, B. K. (2001). Prior knowledge and exemplar encoding in children’s concept acquisition. Child Development, 72, 1071–1090. doi:10.1111/1467-8624.00335
- Clements, D. H., & Battista, M. T. (1992). Geometry and spatial reasoning. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning: A project of the National Council of Teachers of Mathematics (pp. 420–464). New York, NY: Macmillan.
- Clements, D. H., Swaminathan, S., Hannibal, M. A. Z., & Sarama, J. (1999). Young children’s concepts of shape. Journal for Research in Mathematics Education, 30, 192–212. doi:10.2307/749610
- Common Core State Standards Initiative. (2010). Mathematics standards. Retrieved from http://www.corestandards.org/Math
- Cross, C. T., Woods, T. A., & Schweingruber, H. (Eds.). (2009). Mathematics learning in early childhood: Paths toward excellence and equity. Washington, DC: National Academies Press. Retrieved from http://www.eric.ed.gov/ERICWebPortal/recordDetail?accno=ED536446
- DeLoache, J. S. (2000). Dual representation and young children’s use of scale models. Child Development, 71, 329–338. doi:10.1111/1467-8624.00148
- DeLoache, J. S., Miller, K. F., & Rosengren, K. S. (1997). The credible shrinking room: Very young children’s performance with symbolic and nonsymbolic relations. Psychological Science, 8, 308–313.
- Dempsey, R., Verdine, B. N., Golinkoff, R. M., & Hirsh-Pasek, K. (2013). Sorting out spatial toys: Comparing traditional shape sorters to modern touchscreen applications. Paper presented at the 25th Annual Association for Psychological Sciences Convention, Washington, DC, May 2013.
- Fenson, L., Pethick, S., Renda, C., Cox, J. L., Dale, P. S., & Reznick, J. S. (2000). Short-form versions of the MacArthur Communicative Development Inventories. Applied Psycholinguistics, 21, 95–116.
- Ferrara, K., Hirsh-Pasek, K., Newcombe, N. S., Golinkoff, R. M., & Lam, W. S. (2011). Block talk: Spatial language during block play. Mind, Brain, and Education, 5, 143–151. doi:10.1111/j.1751-228X.2011.01122.x
- Fisher, K. R., Hirsh-Pasek, K., Newcombe, N. S., & Golinkoff, R. M. (2013). Taking shape: Supporting preschoolers’ acquisition of geometric knowledge through guided play. Child Development, 84, 1872–1878. doi:10.1111/cdev.12091
- Fuson, K., & Murray, C. (1978). The haptic-visual perception, construction, and drawing of geometric shapes by children aged two to five: A Piagetian extension. In R. Lesh & D. Mierkiewicz (Eds.), Concerning the development of spatial and geometric concepts (pp. 49–83). Columbus, OH: ERIC Clearninghouse.
- Gentner, D., & Goldin-Meadow, S. (2003). Language in mind: Advances in the study of language and thought. Cambridge, MA: MIT Press.
- Gentner, D., & Namy, L. L. (1999). Comparison in the development of categories. Cognitive Development, 14, 487–513.
- Gershkoff-Stowe, L., & Smith, L. B. (2004). Shape and the first hundred nouns. Child Development, 75, 1098–1114. doi:10.1111/j.1467-8624.2004.00728.x
- Ginsburg, H. P., Lee, J. S., & Boyd, J. S. (2008). Mathematics education for young children: What it is and how to promote it. Social Policy Report of the Society for Research in Child Development, 22, 3–22.
- Goldfield, B. A. (1993). Noun bias in maternal speech to one-year-olds. Journal of Child Language, 20, 85–99. doi:10.1017/S0305000900009132
- Golinkoff, R. M., Hirsh-Pasek, K., Bailey, L. M., & Wenger, N. R. (1992). Young children and adults use lexical principles to learn new nouns. Developmental Psychology, 28, 99–108. doi:10.1037/0012-1649.28.1.99
- Golinkoff, R. M., Ma, W., Song, L., & Hirsh-Pasek, K. (2013). Twenty-five years using the intermodal preferential looking paradigm to study language acquisition: What have we learned? Perspectives on Psychological Science, 8, 316–339. doi:10.1177/1745691613484936
- Graham, S. A., Namy, L. L., Gentner, D., & Meagher, K. (2010). The role of comparison in preschoolers’ novel object categorization. Journal of Experimental Child Psychology, 107, 280–290. doi:10.1016/j.jecp.2010.04.017
- Hart, B., & Risley, T. R. (2003). The early catastrophe: The 30 million word gap by age 3. American Educator, 27, 4–9.
- Heibeck, T. H., & Markman, E. M. (1987). Word learning in children: An examination of fast mapping. Child Development, 58, 1021–1034.
- Hirsh-Pasek, K., & Golinkoff, R. M. (1996). The origins of grammar: Evidence from early language comprehension. Cambridge, MA: MIT Press.
- Hirsh-Pasek, K., Golinkoff, R. M., Berk, L. E., & Singer, D. (2009). A mandate for playful learning in preschool: Presenting the evidence. New York, NY: Oxford University Press.
- Hoff, E. (2013). Interpreting the early language trajectories of children from low-SES and language minority homes: Implications for closing achievement gaps. Developmental Psychology, 49, 4–14. doi:10.1037/a0027238
- Hollich, G., Golinkoff, R. M., & Hirsh-Pasek, K. (2007). Young children associate novel words with complex objects rather than salient parts. Developmental Psychology, 43, 1051–1061. doi:10.1037/0012-1649.43.5.1051
- Kerby, D. S. (2014). The simple difference formula: An approach to teaching nonparametric correlation. Innovative Teaching, 3, Article 1. doi:10.2466/11.IT.3.1
- Landau, B., Smith, L. B., & Jones, S. S. (1988). The importance of shape in early lexical learning. Cognitive Development, 3, 299–321. doi:10.1016/0885-2014(88)90014-7
- Landau, B., Smith, L. B., & Jones, S. (1992). Syntactic context and the shape bias in children’s and adults’ lexical learning. Journal of Memory and Language, 31, 807–825. doi:10.1016/0749-596X(92)90040-5
- Landau, B., Smith, L., & Jones, S. (1998). Object shape, object function, and object name. Journal of Memory and Language, 38, 1–27. doi:10.1006/jmla.1997.2533
- Levine, S. C., Ratliff, K. R., Huttenlocher, J., & Cannon, J. (2012). Early puzzle play: A predictor of preschoolers’ spatial transformation skill. Developmental Psychology, 48, 530–542. doi:10.1037/a0025913
- Liu, J., Golinkoff, R. M., & Sak, K. (2001). One cow does not an animal make: Young children can extend novel words at the superordinate level. Child Development, 72, 1674–1694. doi:10.1111/1467-8624.00372
- MacWhinney, B. (2000). The CHILDES Project: Tools for analyzing talk (3rd ed., Vol. 2). Mahwh, NJ: Lawrence Erlbaum.
- Markman, E. M., & Wachtel, G. F. (1988). Children’s use of mutual exclusivity to constrain the meanings of words. Cognitive Psychology, 20, 121–157. doi:10.1016/0010-0285(88)90017-5
- Meints, K., Plunkett, K., Harris, P. L., & Dimmock, D. (2002). What is ‘on’ and ‘under’ for 15-, 18- and 24- month-olds? Typicality effects in early comprehension of spatial prepositions. British Journal of Developmental Psychology, 20, 113–130. doi:10.1348/026151002166352
- Mix, K. S., & Cheng, Y. L. (2012). The relation between space and math: Developmental and educational implications. In J. B. Benson (Ed.), Advances in child development and behavior (Vol. 42, pp. 197–243). Waltham, MA: Academic Press.
- Namy, L. L., & Gentner, D. (2002). Making a silk purse out of two sow’s ears: Young children’s use of comparison in category learning. Journal of Experimental Psychology: General, 131, 5–15. doi:10.1037/0096-3445.131.1.5
- Office of Head Start. (2011). The Head Start child development and early learning framework: Promoting positive outcomes in early childhood programs serving children 3–5 years old. U.S. Department of Health and Human Services. Retrieved from http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/eecd/Assessment/Child%20Outcomes/HS_Revised_Child_Outcomes_Framework(rev-Sept2011).pdf
- Pruden, S. M., Levine, S. C., & Huttenlocher, J. (2011). Children’s spatial thinking: Does talk about the spatial world matter? Developmental Science, 14, 1417–1430. doi:10.1111/j.1467-7687.2011.01088.x
- Quinn, P. C. (1987). The categorical representation of visual pattern information by young infants. Cognition, 27, 145–179. doi:10.1016/0010-0277(87)90017-5
- Quinn, P. C., Brown, C. R., & Streppa, M. L. (1997). Perceptual organization of complex visual configurations by young infants. Infant Behavior and Development, 20, 35–46.
- Quinn, P. C., & Eimas, P. D. (1986). On categorization in early infancy. Merrill-Palmer Quarterly, 32, 331–363.
- Quinn, P. C., Slater, A. M., Brown, E., & Hayes, R. A. (2001). Developmental change in form categorization in early infancy. British Journal of Developmental Psychology, 19, 207–218. doi:10.1348/026151001166038
- Rakison, D. H., & Oakes, L. M. (2003). Early category and concept development: Making sense of the blooming, buzzing confusion. New York, NY: Oxford University Press.
- Resnick, I., Verdine, B. N., Lopez, M., McCaffery, M., & Golinkoff, R. M. (2014). Geometric shapes and early concept formation: How children’s toys may influence school readiness in mathematics and other STEM subjects. Paper presented at the University of Delaware Cognitive Science Graduate Student Conference, Newark, DE. March 2014.
- Rudd, L. C., Lambert, M. C., Satterwhite, M., & Zaier, A. (2008). Mathematical language in early childhood settings: What really counts? Early Childhood Education Journal, 36, 75–80. doi:10.1007/s10643-008-0246-3
- Sarama, J., & Clements, D. H. (2004). Building blocks for early childhood mathematics. Early Childhood Research Quarterly, 19, 181–189. doi:10.1016/j.ecresq.2004.01.014
- Satlow, E., & Newcombe, N. S. (1998). When is a triangle not a triangle? Young children’s developing concepts of geometric shape. Cognitive Development, 13, 547–559. doi:10.1016/S0885-2014(98)90006-5
- Shipley, E. F., Kuhn, I. F., & Madden, E. C. (1983). Mothers’ use of superordinate category terms. Journal of Child Language, 10, 571–588. doi:10.1017/S0305000900005377
- Smith, L. B. (2003). Learning to recognize objects. Psychological Science, 14, 244–250. doi:10.1111/1467-9280.03439
- Troseth, G. L., Bloom Pickard, M. E., & DeLoache, J. S. (2007). Young children’s use of scale models: Testing an alternative to representational insight. Developmental Science, 10, 763–769. doi:10.1111/j.1467-7687.2007.00625.x
- Turati, C., Simion, F., & Zanon, L. (2003). Newborns’ perceptual categorization for closed and open geometric forms. Infancy, 4, 309–325.
- Uttal, D. H., Scudder, K. V., & DeLoache, J. S. (1997). Manipulatives as symbols: A new perspective on the use of concrete objects to teach mathematics. Journal of Applied Developmental Psychology, 18, 37–54. doi:10.1016/S0193-3973(97)90013-7
- Verdine, B. N., Golinkoff, R. M., Hirsh-Pasek, K., Newcombe, N. S., Filipowicz, A. T., & Chang, A. (2014). Deconstructing building blocks: Preschoolers’ spatial assembly performance relates to early mathematics skills. Child Development, 85, 1062–1076. doi:10.1111/cdev.12165
- Verdine, B. N., Irwin, C. M., Golinkoff, R. M., & Hirsh-Pasek, K. (2014). Contributions of executive function and spatial skills to preschool mathematics achievement. Journal of Experimental Child Psychology, 126, 37–51. doi:10.1016/j.jecp.2014.02.012
- Waxman, S. R. (1990). Linguistic biases and the establishment of conceptual hierarchies: Evidence from preschool children. Cognitive Development, 5, 123–150. doi:10.1016/0885-2014(90)90023-M