Research Terms
Psychology Child Development Cognitive Development Communication Development Preschool Education
Peer-Reviewed Articles
(Roles: *Undergraduate Student, **Graduate Student, ^Post-Bac, +Post-Doc)
18. **Nazareth, A., *Herrera, A., & Pruden, S.M. (accepted pending minor revisions). Explaining sex differences in mental rotation: Role of spatial activity experience. To be published in Cognitive Processing.
17. Pruden, S.M., Roseberry, S., Göksun, T., Hirsh-Pasek, K., & Golinkoff, R.M. (in press). Infant categorization of path relations during dynamic events. Forthcoming, Child Development. DOI: 10.1111/j.1467-8624.2012.01843.x
16. Pulverman, R., Song, L., Pruden, S. M., Golinkoff, R. M., & Hirsh-Pasek, K. (in press). Preverbal English-learning infants’ attention to manner and path: Foundations for learning relational terms. Forthcoming, Child Development.
15. Pruden, S.M., Göksun, T., Roseberry, S., Hirsh-Pasek, K., & Golinkoff, R.M. (2012). Find your manners: How do infants detect the invariant manner of motion in dynamic events? Child Development, 83, 977-991. DOI: 10.1111/j.1467-8624.2012.01737.x
14. Pruden, S.M., Levine, S., & 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
13. Pruden, S.M., Hirsh-Pasek, K., Golinkoff, R.M., & Hennon, E.A. (2006). The birth of words: Ten-month-olds learn words through perceptual salience. Child Development, 77, 266-280. DOI: 10.1111/j.1467-8624.2006.00869.x
12. Pulverman, R., Hirsh-Pasek, K., Pruden, S.M., & Golinkoff, R. (2006). Frühkindliche Voraussetzungen für das Erlernen von Verben (Precursors to verb learning: Infant attention to manner and path). Special Issue on Early Communication and Language Acquisition in Frühförderung Interdisziplinär (Journal of Early Interdisciplinary Intervention), 25, 3-14.
11. Hirsh-Pasek, K., Hennon, E., Golinkoff, R.M., Pence, K., Pulverman, R., Sootsman, J., Pruden, S.M., & Maguire, M. (2001). Social attention need not equal social intention: From attention to intention in early word learning. Behavioral and Brain Sciences, 24, 1108-1109. DOI: 10.1017/S0140525X01270137
Proceedings
10. Cartmill, E., Pruden, S.M., Levine, S.C., & Goldin-Meadow, S. (2010). The role of parent gesture in children’s spatial language development. In K. Franich, K.M. Iserman & L.L. Keil (Eds.), Proceedings of the 34th Annual Boston University Conference on Language Development (pp.70-77). Somerville, MA: Cascadilla Press.
9. Pruden, S.M., Shallcross, W.L., Hirsh-Pasek, K., & Golinkoff, R.M. (2008). Foundations of verb learning: Comparison helps infants abstract event components. In H. Chan, H. Jacob & E. Kapia (Eds.), Proceedings of the 32nd Annual Boston University Conference on Language Development (pp.402-414). Somerville, MA: Cascadilla Press.
8. Pruden, S.M., & Hirsh-Pasek, K. (2006). Foundations of verb learning: Labels promote action category formation. In D. Bamman, T. Magnitskaia & C. Zaller (Eds.), Proceedings of the 30th Annual Boston University Conference on Language Development (pp.476-488). Somerville, MA: Cascadilla Press.
7. Pruden, S.M., Hirsh-Pasek, K., Maguire, M.J., & Meyer, M.A. (2004). Foundations of verb learning: Infants form categories of path and manner in motion events. In A. Brugos, L. Micciulla & C.E. Smith (Eds.), Proceedings of the 28th Annual Boston University Conference on Language Development (pp.461-472). Somerville, MA: Cascadilla Press.
Chapters in Books
6. Parish-Morris, J., Pruden, S.M., Ma, W., Hirsh-Pasek, K., & Golinkoff, R.M. (2010). A world of relations: Relational words. In B. Malt & P. Wolff (Eds.), Words and the mind: How words capture human experience (pp.219-242). New York, NY: Oxford University Press.
5. Pruden, S.M., Hirsh-Pasek, K., & Golinkoff, R.M. (2008). Current events: How infants parse the world and events for language. In T.F. Shipley & J.M. Zacks (Eds.), Understanding events: How humans see, represent, and act on events (pp.160-192). New York, NY: Oxford University Press.
4. Brandone, A., Golinkoff, R.M., Pulverman, R., Maguire, M.J., Hirsh-Pasek, K., & Pruden, S.M. (2007). Speaking for the wordless: Methods for studying cognitive linguistic constructs in infants. In M. Gonzalez-Marquez, I. Mittelberg, S. Coulson, & M.J. Spivey (Eds.), Methods in cognitive linguistics (pp.345-366). Amsterdam: John Benjamins.
3. Pulverman, R., Hirsh-Pasek, K., Golinkoff, R.M., Pruden, S.M., & Salkind, S. (2006). Conceptual foundations for verb learning: Celebrating the event. In K. Hirsh-Pasek & R.M. Golinkoff (Eds.), Action meets word: How children learn verbs (pp.134-159). New York, NY: Oxford University Press.
2. Pruden, S.M., Hirsh-Pasek, K., & Golinkoff, R.M. (2005). The social dimension in language development: A rich history and a new frontier. In P.J. Marshall & N.A. Fox (Eds.), The development of social engagement: Neurobiological perspectives (pp.118-152). New York, NY: Oxford University Press.
Book Reviews
1. Pruden, S.M., Hirsh-Pasek, K., & Parish, J. (2006). Can infants resolve philosophical questions? A review of Rakison and Oakes’ Early Category and Concept Development: Making Sense of the Blooming, Buzzing Confusion. Philosophical Psychology, 19, 123-127.
One skill predictive of success in Science, Technology, Engineering and Mathematics (STEM)-related careers is one’s ability to think about the spatial world (i.e., spatial thinking). Given the increasing demand for STEM-related careers in today’s global economy, it is necessary to understand those factors that potentially affect spatial thinking in young children. Previous research suggests that the amount of spatial language used by caregivers in the home predicts pre-k children’s spatial skills (Pruden, Levine & Huttenlocher, 2011). Yet, pre-k children spend a substantial amount of time outside of the home, in the school setting. For example, nearly 153,000 4-year-olds enrolled in Florida’s Voluntary Pre-Kindergarten (VPK) program in 2011 spent an average of 540 school hours in the classroom. To date, we know little about those classroom factors that affect the development of spatial thinking in pre-k children. In these talk, I will examine the quantity and quality of spatial and numeracy language use by pre-k educators when teaching math and science curriculum and how this language use relates to children’s spatial thinking skills.
Subject Areas:
Keywords:
Audience:
Adults
Duration:
1 hour or less
Fee:
Greater than $500
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