In Poster Session: 1-003 - Poster Session 1
On Individual Poster: 141 - Do early measures of lexical development predict later language skills in monolingual French-speaking toddlers?

Non-Presenting Author

In Paper Symposium: 1-026 - Cues to Selective Trust in Infants and Toddlers
On Presentation: Infants’ learning and prosocial behaviors are guided by the past reliability of adults’ affective signals

Presenting Author

In Poster Session: 1-154 - Poster Session 4
On Individual Poster: 130 - The Cognitive Benefits of Early Bilingualism: A Longitudinal Study

Non-Presenting Author

In Poster Session: 2-049 - Poster Session 5
On Individual Poster: 213 - Infants’ reactions to neutral and inappropriate emotional reactions during negative experiences

Non-Presenting Author

In Paper Symposium: 2-073 - Selective Social Learning: Children’s Epistemic Understanding of Credibility Cues
On Presentation: Theory of mind skills selectively predict children’s use of epistemic cues to guide their social learning

Non-Presenting Author

In Paper Symposium: 2-186 - Emergence of social categories and biases in infants and children: The cases of race and language
On Presentation: Children’s language-based preferences: The roles of bilingualism, familiarity, and social status

Non-Presenting Author

In Poster Session: 3-048 - Poster Session 10
On Individual Poster: 127 - Prediction from Early Comprehension to Vocabulary Production in the Third Year in Spanish-speaking Children.

Non-Presenting Author

In Poster Session: 3-048 - Poster Session 10
On Individual Poster: 128 - Predicting Language Production at 30 months from Comprehension at 16 and 22 Months.

Non-Presenting Author

In Poster Session: 3-094 - Poster Session 11
On Individual Poster: 56 - Biological motion identification and Autism Spectrum Disorder (ASD) symptomatology

Non-Presenting Author

In Paper Symposium: 3-177 - New Perspectives on Implicit Theory of Mind

Chair

In Paper Symposium: 3-177 - New Perspectives on Implicit Theory of Mind
On Presentation: The development of Implicit understanding of Theory of Mind in 14- and 18-month-old infants

Non-Presenting Author