Some types of parent number talk count more than others: Relations between parents' input and children's cardinal-number knowledge

Developmental Science

Volumn 14, Issue 5, 2011, Pages 1021-1032

  Gunderson, Elizabeth A ^a   Levine, Susan C ^a  

^a UNIVERSITY OF CHICAGO   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; CHILD PARENT RELATION; EDUCATIONAL STATUS; FEMALE; HUMAN; INFANT; INTERPERSONAL COMMUNICATION; KNOWLEDGE; LANGUAGE DEVELOPMENT; LEARNING; LINGUISTICS; MALE; MATHEMATICAL PHENOMENA; PARENT; PRESCHOOL CHILD; SCHOOL; SOCIAL CLASS; SOCIAL ENVIRONMENT; SPEECH;

CHILD, PRESCHOOL; COMMUNICATION; EDUCATIONAL STATUS; FEMALE; HUMANS; INFANT; KNOWLEDGE; LANGUAGE DEVELOPMENT; LEARNING; MALE; MATHEMATICAL CONCEPTS; PARENT-CHILD RELATIONS; PARENTS; SCHOOLS; SOCIAL CLASS; SOCIAL ENVIRONMENT; SPEECH; VOCABULARY;

EID: 80051925332     PISSN: 1363755X     EISSN: 14677687     Source Type: Journal    
DOI: 10.1111/j.1467-7687.2011.01050.x     Document Type: Article

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