214 Publications (Page 6 of 9)
2006
Young infants reach correctly in A-not-B tasks: on the development of stability and perseveration.Clearfield, Melissa W⋅Diedrich, Frederick J⋅Smith, Linda B and Thelen, EstherInfant behavior & development, vol. 29, (no. 3), pp. 435-44, 2006/Jul.
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2005
Action Alters Shape CategoriesSmith, Linda BCognitive Science, vol. 29, (no. 4), pp. 665-679, 2005.
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Cognition as a Dynamic System: Principles from EmbodimentSmith, Linda BDevelopmental Review, vol. 25, (no. 3-4), pp. 278-298, Sep-Dec 2005.
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From the Lexicon to Expectations About KindsColunga, Eliana and Smith, Linda BPsychological Review, vol. 112, (no. 2), pp. 382, 20050400.
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From the Lexicon to Expectations about Kinds: A Role for Associative LearningColunga, Eliana and Smith, Linda BPsychological Review, vol. 112, (no. 2), pp. 347-382, 2005.
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Linguistic Cues Enhance the Learning of Perceptual CuesYoshida, Hanako and Smith, Linda BPsychological Science, vol. 16, (no. 2), pp. 90-95, 2005.
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Object Name Learning and Object Perception: A Deficit in Late TalkersJones, Susan S and Smith, Linda BJournal of Child Language, vol. 32, (no. 1), pp. 223-240, 2005.
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The development of embodied cognition: six lessons from babies.Smith, Linda B and Gasser, Michael EArtificial life, vol. 11, (no. 1-2), pp. 13-29, 2005 Winter-Spring.
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They call it like they see it: spontaneous naming and attention to shapeSamuelson, Larissa K and Smith, Linda BDevelopmental Science, vol. 8, (no. 2), pp. 182-198, Mar 2005.
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2004
Perceptual Complexity and Form Class Cues in Novel Word Extension Tasks: How 4-Year-Old Children Interpret Adjectives and Count NounsSandhofer, Catherine M and Smith, Linda BDevelopmental Science, vol. 7, (no. 3), pp. 378-388, Jun 2004.
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Shape and the First Hundred NounsGershkoff-Stowe, Lisa and Smith, Linda BChild Development, vol. 75, (no. 4), pp. 1098-1114, 2004.
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2003
Correlation, concepts and cross‐linguistic differencesYoshida, Hanako and Smith, Linda BDevelopmental Science, vol. 6, (no. 1), pp. 34, February 2003.
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Development as a dynamic system.Smith, Linda B. and Thelen, EstherTrends in cognitive sciences, vol. 7, (no. 8), pp. 343-348, August 2003.
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Different is good: connectionism and dynamic systems theory are complementary emergentist approaches to developmentSmith, Linda B and Samuelson, Larissa KDevelopmental Science, vol. 6, (no. 4), pp. 439, September 2003.
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Known and Novel Noun Extensions: Attention at Two Levels of AbstractionYoshida, Hanako and Smith, Linda BChild Development, vol. 74, (no. 2), pp. 564-577, 2003.
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Learning to Recognize ObjectsSmith, Linda BPsychological Science, vol. 14, (no. 3), pp. 244, May 2003.
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Research Article: Learning to recognize objectsSmith, Linda BPsychological Science, vol. 14, (no. 3), pp. 244-250, 2003.
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Shifting ontological boundaries: how Japanese‐ and English‐speaking children generalize names for animals and artifactsYoshida, Hanako and Smith, Linda BDevelopmental Science, vol. 6, (no. 1), pp. 17, February 2003.
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The emergence of abstract ideas: evidence from networks and babies.Colunga, Eliana and Smith, Linda BPhilosophical Transactions of the Royal Society of London, Series B: Biological Sciences, vol. 358, (no. 1435), pp. 1205-1214, 2003.
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2002
Attention to Novel Objects during Verb LearningKersten, Alan W and Smith, Linda BChild Development, vol. 73, (no. 1), pp. 93-109, 2002.
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How children know the relevant properties for generalizing object namesJones, Susan S⋅Jones, Susan S⋅Smith, Linda B and Smith, Linda BDevelopmental Science, vol. 5, (no. 2), pp. 232, May 2002.
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2001
Early noun lexicons in English and Japanese.Yoshida, Hanako and Smith, Linda BCognition, vol. 82, (no. 2), pp. B63-74, 2001/Dec.
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How Words Get to Be NamesColunga, Eliana and Smith, Linda BProceedings of the Annual Boston University Conference on Language Development, vol. 25, (no. 1), pp. 180-189, 2001.
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