Roberta Michnick Golinkoff

TL;DR: In this Monograph, an alternative to competing accounts of the word learning process is presented: the emergentist coalition theory, which posits that children construct principles of word learning.

TL;DR: A way to define the potential educational impact of current and future apps is offered and how the design and use of educational apps aligns with known processes of children’s learning and development is shown to offer a framework that can be used by parents and designers alike.

TL;DR: Singer, Golinkoff, and Hirsh-Pasek as discussed by the authors argue that play provides children with the opportunity to maximize their attention spans, learn to get along with peers, cultivate their creativity, work through their emotions and gain the academic skills that are the foundation for later learning.

TL;DR: A new method to assess language comprehension in infants and young children is introduced in three experiments which test separately for the comprehension of nouns, verbs, and word order.

TL;DR: Wide variation in the quality of nonverbal and verbal interactions at 24 months accounted for 27% of the variance in expressive language 1 year later, and indicators of quality were considerably more potent predictors of later language ability than was the quantity of mothers’ words during the interaction or sensitive parenting.