Linda B. Smith

Some perceptual dependencies in speeded classification of vowel color and pitch.

Audition and visual attention: the developmental trajectory in deaf and hearing populations.

Knowing in the context of acting: the task dynamics of the A-not-B error.

Object name learning provides on-the-job training for attention.

Whose DAM account? Attentional learning explains Booth and Waxman.

Known and novel noun extensions: attention at two levels of abstraction.

Learning to recognize objects.

Development as a dynamic system.

Shape and the first hundred nouns.

Linguistic cues enhance the learning of perceptual cues.

Object name learning and object perception: a deficit in late talkers.

The development of embodied cognition: six lessons from babies.

An attentional learning account of the shape bias: reply to Cimpian and Markman (2005) and Booth, Waxman, and Huang (2005).

The dynamic lift of developmental process.

Rapid word learning under uncertainty via cross-situational statistics.

Infants rapidly learn word-referent mappings via cross-situational statistics.

Pronouns and verbs in adult speech to children: a corpus analysis.

Meaning matters in children's plural productions.

Simplicity and generalization: Short-cutting abstraction in children's object categorizations.

Dynamic executives.

Cue salience and infant perseverative reaching: tests of the dynamic field theory.

Developmental changes in visual object recognition between 18 and 24 months of age.

Comment on "Infants' perseverative search errors are induced by pragmatic misinterpretation".

Changing priority maps in 12- to 18-month-olds: an emerging role for object properties.

Action as developmental process - a commentary on Iverson's 'Developing language in a developing body: the relationship between motor development and language development'.

What's in View for Toddlers? Using a Head Camera to Study Visual Experience.

Selective attention and attention switching: towards a unified developmental approach.

Letting structure emerge: connectionist and dynamical systems approaches to cognition.

Cross-linguistic Differences in Talking About Scenes.

The Associative Structure of Language: Contextual Diversity in Early Word Learning.

Early biases and developmental changes in self-generated object views.

Connecting instances to promote children's relational reasoning.

Social coordination in toddler's word learning: interacting systems of perception and action.

Active Information Selection: Visual Attention Through the Hands.

Knowledge as process: contextually-cued attention and early word learning.

Not your mother's view: the dynamics of toddler visual experience.

Correlation versus prediction in children's word learning: Cross-linguistic evidence and simulations.

Packing: A Geometric Analysis of Feature Selection and Category Formation.

Verbs and syntactic frames in children's elicited actions: a comparison of Tamil- and English-speaking children.

Action alters shape categories.

Learning words in space and time: probing the mechanisms behind the suspicious-coincidence effect.

Symbolic play connects to language through visual object recognition.

Vision for action in toddlers: the posting task.

Attention to context: U.S. and Japanese children's emotional judgments.

Grounding word learning in space.

What you learn is what you see: using eye movements to study infant cross-situational word learning.

Modeling cross-situational word-referent learning: prior questions.

Verbs and attention to relational roles in English and Tamil.

Cross-cultural differences in cognitive development: attention to relations and objects.

Embodied attention and word learning by toddlers.

Predictable locations aid early object name learning.

Set size, individuation, and attention to shape.

Changes in visual object recognition precede the shape bias in early noun learning.

Probabilistic cue combination: less is more.

Competitive processes in cross-situational word learning.

The role of partial knowledge in statistical word learning.

Open questions and a proposal: a critical review of the evidence on infant numerical abilities.

A bottom-up view of toddler word learning.

Beginnings of place value: how preschoolers write three-digit numbers.

Statistical word learning at scale: the baby's view is better.

Joint attention without gaze following: human infants and their parents coordinate visual attention to objects through eye-hand coordination.

Parts and Relations in Young Children's Shape-Based Object Recognition.

It's all connected: Pathways in visual object recognition and early noun learning.

Young children's interpretation of multidigit number names: from emerging competence to mastery.

Object associations of early-learned light and heavy English verbs.

Visual attention is not enough: Individual differences in statistical word-referent learning in infants.

Some views are better than others: evidence for a visual bias in object views self-generated by toddlers.

Early comprehension of the Spanish plural.

The unrealized promise of infant statistical word-referent learning.

Using the axis of elongation to align shapes: developmental changes between 18 and 24 months of age.

Words, shape, visual search and visual working memory in 3-year-old children.

Developmental process emerges from extended brain-body-behavior networks.

Redundant constraints on human face perception?

Is cognition enough to explain cognitive development?

Young Children's Self-Generated Object Views and Object Recognition.

Set size and culture influence children's attention to number.

Signal clarity: an account of the variability in infant quantity discrimination tasks.

Posture affects how robots and infants map words to objects.

Relations among early object recognition skills: Objects and letters.

The Faces in Infant-Perspective Scenes Change over the First Year of Life.

A single word in a population of words.

Reaching for the Unreachable: Reorganization of Reaching with Walking.

The Words Children Hear: Picture Books and the Statistics for Language Learning.

How Evolution May Work Through Curiosity-Driven Developmental Process.

Cultural differences in visual object recognition in 3-year-old children.

Multiple Sensory-Motor Pathways Lead to Coordinated Visual Attention.

From faces to hands: Changing visual input in the first two years.

Competition between multiple words for a referent in cross-situational word learning.

The Social Origins of Sustained Attention in One-Year-Old Human Infants.

Real-world visual statistics and infants' first-learned object names.

Sustained selective attention predicts flexible switching in preschoolers.

Why are faces denser in the visual experiences of younger than older infants?

The Multisensory Nature of Verbal Discourse in Parent-Toddler Interactions.

Hand-Eye Coordination Predicts Joint Attention.

Linking Joint Attention with Hand-Eye Coordination - A Sensorimotor Approach to Understanding Child-Parent Social Interaction.

A Developmental Approach to Machine Learning?

Novel names extend for how long preschool children sample visual information.

Quantity and Diversity: Simulating Early Word Learning Environments.

The Developing Infant Creates a Curriculum for Statistical Learning.

Faces in early visual environments are persistent not just frequent.

When a word is worth more than a picture: Words lower the threshold for object identification in 3-year-old children.

Infant sustained attention but not joint attention to objects at 9 months predicts vocabulary at 12 and 15 months.

Reproducibility and a unifying explanation: Lessons from the shape bias.