Haley Vlach
Citata da
Citata da
The spacing effect in children’s memory and category induction
HA Vlach, CM Sandhofer, N Kornell
Cognition 109 (1), 163-167, 2008
Distributing learning over time: The spacing effect in children’s acquisition and generalization of science concepts
HA Vlach, CM Sandhofer
Child Development 83 (4), 1137-1144, 2012
Memory constraints on infants’ cross-situational statistical learning
HA Vlach, SP Johnson
Cognition 127 (3), 375-382, 2013
Statistical learning across development: Flexible yet constrained
L Krogh, HA Vlach, SP Johnson
Frontiers in Psychology 3, 2013
Fast mapping across time: Memory processes support children’s retention of learned words
HA Vlach, CM Sandhofer
Frontiers in Psychology 3 (46), 2012
Improving methodological standards in behavioral interventions for cognitive enhancement
CS Green, D Bavelier, AF Kramer, S Vinogradov, U Ansorge, KK Ball, ...
Journal of Cognitive Enhancement 3 (1), 2-29, 2019
Developmental differences in children’s context-dependent word learning
HA Vlach, CM Sandhofer
Journal of Experimental Child Psychology 108 (2), 394-401, 2011
At the same time or apart in time? The role of presentation timing and retrieval dynamics in generalization.
HA Vlach, AA Ankowski, CM Sandhofer
Journal of Experimental Psychology: Learning, Memory, and Cognition 38 (1…, 2012
The spacing effect in children's generalization of knowledge: Allowing children time to forget promotes their ability to learn
HA Vlach
Child Development Perspectives 8, 163-168, 2014
Spacing simultaneously promotes multiple forms of learning in children's science curriculum
M Gluckman, HA Vlach, CM Sandhofer
Applied Cognitive Psychology 28, 266-273, 2014
Retrieval dynamics and retention in cross‐situational statistical word learning
HA Vlach, CM Sandhofer
Cognitive Science 38, 757-774, 2014
Producing spatial words is not enough: Understanding the relation between language and spatial cognition
HE Miller, HA Vlach, VR Simmering
Child Development 88, 1966-1982, 2017
Equal spacing and expanding schedules in children’s categorization and generalization
HA Vlach, CM Sandhofer, RA Bjork
Journal of Experimental Child Psychology 123, 129-137, 2014
Remember dax? Relations between children’s cross-situational word learning, memory, and language abilities
HA Vlach, CA DeBrock
Journal of memory and language 93, 217-230, 2017
Comparison versus contrast: Task specifics affect category acquisition
AA Ankowski, HA Vlach, CM Sandhofer
Infant and Child Development 22, 1-23, 2013
Cross‐situational learning of minimal word pairs
P Escudero, KE Mulak, HA Vlach
Cognitive Science 40, 455-465, 2016
The effects of observation coaching on children’s graphic representations
HA Vlach, SM Carver
Early Chilhood Research & Practice 10 (1), 2008
Talking to children about science is harder than we think: characteristics and metacognitive judgments of explanations provided to children and adults
HA Vlach, N Noll
Metacognition and Learning 11 (3), 317-338, 2016
How we categorize objects is related to how we remember them: the shape bias as a memory bias
HA Vlach
Journal of experimental child psychology 152, 12-30, 2016
Temporal dynamics of categorization: forgetting as the basis of abstraction and generalization
HA Vlach, CW Kalish
Frontiers in psychology 5, 1021, 2014
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