Ishanti Gangopadhyay
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View article: The effect of speaker reliability on word learning in children: a replication study
The effect of speaker reliability on word learning in children: a replication study Open
This study aimed to replicate a previously conducted in-person speaker reliability experiment using a fully online methodology. Twenty children aged 4 to 6 years participated in a live video call with the experimenter and completed virtual…
View article: Effect of speaker reliability on word learning in children: A replication study
Effect of speaker reliability on word learning in children: A replication study Open
This study aimed to replicate the in-person speaker reliability research conducted by Gangopadhyay & Kaushanskaya (2022; henceforth G&K) using a fully online methodology. Twenty children aged 4 to 6 years participated in a live vid…
View article: The Role of Family Moderators in Social Communication Skills in Monolingual and Bilingual Preschool Children
The Role of Family Moderators in Social Communication Skills in Monolingual and Bilingual Preschool Children Open
The contributions of birth order and family size on social communication abilities in children from linguistically diverse backgrounds.
View article: The effect of speaker reliability on word learning in monolingual and bilingual children
The effect of speaker reliability on word learning in monolingual and bilingual children Open
View article: Immersion in dual-language programs does not impede children’s native language processing
Immersion in dual-language programs does not impede children’s native language processing Open
Aims and Objectives: The benefits of dual-language immersion (DLI) versus English-only classrooms for minority-language speakers’ acquisition of English have been well documented. However, less is known about the effect(s) of DLI on majori…
View article: Word learning in monolingual and bilingual children: The influence of speaker eye-gaze
Word learning in monolingual and bilingual children: The influence of speaker eye-gaze Open
The current study examined the impact of a speaker's gaze on novel-word learning in 4-5-year old monolingual (N = 23) and bilingual children (N = 24). Children were taught novel words when the speaker looked at the object both times while …
View article: Planning in Children with Autism Spectrum Disorder: The Role of Verbal Mediation
Planning in Children with Autism Spectrum Disorder: The Role of Verbal Mediation Open
View article: The role of speaker eye gaze and mutual exclusivity in novel word learning by monolingual and bilingual children
The role of speaker eye gaze and mutual exclusivity in novel word learning by monolingual and bilingual children Open
View article: The Relationship Between Language and Planning in Children With Language Impairment
The Relationship Between Language and Planning in Children With Language Impairment Open
Purpose This study examined the relationship between language and planning, a higher order executive function skill, in children with specific language impairment (SLI) and typically developing (TD) children. We hypothesized differences be…
View article: Planning Abilities in Bilingual and Monolingual Children: Role of Verbal Mediation
Planning Abilities in Bilingual and Monolingual Children: Role of Verbal Mediation Open
We examined the role of verbal mediation in planning performance of English-Spanish-speaking bilingual children and monolingual English-speaking children, between the ages of 9 and 12 years. To measure planning, children were administered …
View article: The role of nonverbal working memory in morphosyntactic processing by children with specific language impairment and autism spectrum disorders
The role of nonverbal working memory in morphosyntactic processing by children with specific language impairment and autism spectrum disorders Open
Findings primarily support a "wrap up" account whereby the accumulating sentence context for errors positioned late in the sentence (rather than early) appeared to facilitate morphosyntactic processing. Although none of the groups displaye…
View article: The Relationship Between Executive Functions and Language Abilities in Children: A Latent Variables Approach
The Relationship Between Executive Functions and Language Abilities in Children: A Latent Variables Approach Open
Purpose We aimed to outline the latent variables approach for measuring nonverbal executive function (EF) skills in school-age children, and to examine the relationship between nonverbal EF skills and language performance in this age group…
View article: The concurrent use of three implicit measures (eye movements, pupillometry, and event-related potentials) to assess receptive vocabulary knowledge in normal adults
The concurrent use of three implicit measures (eye movements, pupillometry, and event-related potentials) to assess receptive vocabulary knowledge in normal adults Open