A “Bat” Is Easier to Learn than a “Tab”: Effects of Relative Phonotactic Frequency on Infant Word Learning

por Gonzalez-Gomez, Nayeli, Poltrock, Silvana, Nazzi, Thierry
Publicado 2013

Toward a dimensional model of risk and protective factors influencing children's early cognitive, social, and emotional development during the COVID‐19 pandemic

por Hendry, Alexandra, Gibson, Shannon P., Davies, Catherine, McGillion, Michelle, Gonzalez‐Gomez, Nayeli
Publicado 2022

Early childhood education and care (ECEC) during COVID‐19 boosts growth in language and executive function

por Davies, Catherine, Hendry, Alexandra, Gibson, Shannon P., Gliga, Teodora, McGillion, Michelle, Gonzalez‐Gomez, Nayeli
Publicado 2021

Not all babies are in the same boat: Exploring the effects of socioeconomic status, parental attitudes, and activities during the 2020 COVID‐19 pandemic on early Executive Function...

por Hendry, Alexandra, Gibson, Shannon P., Davies, Catherine, Gliga, Teodora, McGillion, Michelle, Gonzalez‐Gomez, Nayeli
Publicado 2022

More frequent naps are associated with lower cognitive development in a cohort of 8–38‐month‐old children, during the Covid‐19 pandemic

por Gliga, Teodora, Hendry, Alexandra, Kong, Shannon P., Ewing, Ben, Davies, Catherine, McGillion, Michelle, Gonzalez‐Gomez, Nayeli
Publicado 2023

Young children’s screen time during the first COVID-19 lockdown in 12 countries

por Bergmann, Christina, Dimitrova, Nevena, Alaslani, Khadeejah, Almohammadi, Alaa, Alroqi, Haifa, Aussems, Suzanne, Barokova, Mihaela, Davies, Catherine, Gonzalez-Gomez, Nayeli, Gibson, Shannon P., Havron, Naomi, Horowitz-Kraus, Tzipi, Kanero, Junko, Kartushina, Natalia, Keller, Christina, Mayor, Julien, Mundry, Roger, Shinskey, Jeanne, Mani, Nivedita
Publicado 2022