| Why is infant language learning facilitated by parental responsiveness? CS Tamis-LeMonda, Y Kuchirko, L Song Current Directions in Psychological Science 23 (2), 121-126, 2014 | 632 | 2014 |
| Chinese parents’ goals and practices in early childhood R Luo, CS Tamis-LeMonda, L Song Early Childhood Research Quarterly 28 (4), 843-857, 2013 | 321 | 2013 |
| An image is worth a thousand words: Why nouns tend to dominate verbs in early word learning C McDonough, L Song, K Hirsh‐Pasek, RM Golinkoff, R Lannon Developmental science 14 (2), 181-189, 2011 | 218 | 2011 |
| Twenty-five years using the intermodal preferential looking paradigm to study language acquisition: What have we learned? RM Golinkoff, W Ma, L Song, K Hirsh-Pasek Perspectives on Psychological Science 8 (3), 316-339, 2013 | 201 | 2013 |
| Reciprocal influences between maternal language and children's language and cognitive development in low-income families L Song, ET Spier, CS Tamis-Lemonda Journal of Child Language 41 (02), 305-326, 2014 | 179 | 2014 |
| Ethnic differences in mother–infant language and gestural communications are associated with specific skills in infants CS Tamis‐LeMonda, L Song, AS Leavell, R Kahana‐Kalman, ... Developmental Science 15 (3), 384-397, 2012 | 168 | 2012 |
| Multilingual children A McCabe, CS Tamis-LeMonda, MH Bornstein, CB Cates, R Golinkoff, ... Social Policy Report 27 (4), 1-21, 2013 | 136* | 2013 |
| Language experiences and vocabulary development in Dominican and Mexican infants across the first 2 years. L Song, CS Tamis-LeMonda, H Yoshikawa, R Kahana-Kalman, I Wu Developmental psychology 48 (4), 1106, 2012 | 91 | 2012 |
| Children's vocabulary growth in English and Spanish across early development and associations with school readiness skills CS Tamis-LeMonda, L Song, R Luo, Y Kuchirko, R Kahana-Kalman, ... Developmental neuropsychology 39 (2), 69-87, 2014 | 67 | 2014 |
| Parents' and experts' awareness of learning opportunities in children's museum exhibits L Song, RM Golinkoff, A Stuehling, I Resnick, N Mahajan, K Hirsh-Pasek, ... Journal of Applied Developmental Psychology 49, 39-45, 2017 | 60 | 2017 |
| Parent-infant communicative interactions in cultural context CS Tamis-LeMonda, L Song Handbook of psychology: Developmental psychology 6, 143-170, 2012 | 54 | 2012 |
| Preverbal Infants' Attention to Manner and Path: Foundations for Learning Relational Terms R Pulverman, L Song, K Hirsh‐Pasek, SM Pruden, RM Golinkoff Child development 84 (1), 241-252, 2013 | 51 | 2013 |
| Parental beliefs and knowledge, children’s home language experiences, and school readiness: The dual language perspective R Luo, L Song, C Villacis, G Santiago-Bonilla Frontiers in Psychology 12, 661208, 2021 | 19 | 2021 |
| Prelinguistic foundations of verb learning: Infants discriminate and categorize dynamic human actions L Song, SM Pruden, RM Golinkoff, K Hirsh-Pasek Journal of experimental child psychology 151, 77-95, 2016 | 18 | 2016 |
| Action stations: Verb learning rests on constructing categories of action L Song, RM Golinkoff, R Seston, W Ma, W Shallcross, K Hirsh-Pasek Poster presented at the 31st Boston University Conference on Language …, 2006 | 18 | 2006 |
| Parents' role in infants' language development and emergent literacy CS Tamis‐LeMonda, R Luo, L Song Wellbeing: A Complete Reference Guide, 1-20, 2014 | 16 | 2014 |
| The unique and compensatory effects of home and classroom learning activities on Migrant and Seasonal Head Start children’s Spanish and English emergent literacy skills R Luo, L Song Frontiers in Psychology 13, 1016492, 2022 | 12 | 2022 |
| Sleepy vs. Sleeping: Preschoolers’ sensitivity to morphological cues for adjectives and verbs in English and French L Song, T Nazzi, S Moukawane, RM Golinkoff, A Stahl, W Ma, ... Proceedings of the 34th Annual Boston University Conference on Language …, 2010 | 12 | 2010 |
| Does the owl fly out of the tree or does the owl exit the tree flying? How L2 learners overcome their L1 lexicalization biases L Song, R Pulverman, C Pepe, RM Golinkoff, K Hirsh-Pasek Language Learning and Development 12 (1), 42-59, 2016 | 11 | 2016 |
| Dual language development of Chinese 3-and 4-year-olds: associations with the family context and teachers’ language use L Song, R Luo, E Liang Early Education and Development 33 (2), 219-242, 2022 | 8 | 2022 |
Catherine S. Tamis-LeMondaProfessor of Applied Psychology, New York University在 nyu.edu 的电子邮件经过验证
