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EELC
2006
125views Languages» more  EELC 2006»
10 years 5 months ago
How Do Children Develop Syntactic Representations from What They Hear?
nstructional schemas, both specific and abstract. Children are thought to start out with concrete pieces of language and to gradually develop more schematic constructions. All cons...
Elena Lieven
CHI
2007
ACM
11 years 1 months ago
Designing tangibles for children: what designers need to know
New forms of tangible and spatial child computer interaction and supporting technologies can be designed to leverage the way children develop intelligence in the world. In order t...
Alissa Nicole Antle
VSTTE
2005
Springer
10 years 7 months ago
From the How to the What
In this paper, we consider the Grand Challenge under a very speciļ¬c perspective: the enabling of application experts without programming knowledge to reliably model their busines...
Tiziana Margaria, Bernhard Steffen
COGSCI
2010
103views more  COGSCI 2010»
10 years 1 months ago
A Computational Account of the Development of the Generalization of Shape Information
Abecassis, Sera, Yonas, and Schwade (2001) have shown that young children represent shapes more metrically, and perhaps more holistically, than do older children and adults. How d...
Leonidas A. A. Doumas, John E. Hummel
ASSETS
2008
ACM
10 years 3 months ago
Software and technologies designed for people with autism: what do users want?
Software developers, designers and researchers have been looking to technology for solutions to help and educate people with autism for over two decades. There are many examples o...
Cynthia Putnam, Lorna Chong
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