Agency
National Institute of Health (NIH)
Institute
Eunice Kennedy Shriver National Institute of Child Health & Human Development (NICHD)
Type
Institutional National Research Service Award (T32)
Project #
5T32HD007475-04
Application #
2655088
Study Section
Maternal and Child Health Research Committee (HDMC)
Project Start
1995-07-01
Project End
2000-06-30
Budget Start
1998-07-01
Budget End
1999-06-30
Support Year
4
Fiscal Year
1998
Total Cost
Indirect Cost
Name
Indiana University Bloomington
Department
Psychology
Type
Schools of Arts and Sciences
DUNS #
006046700
City
Bloomington
State
IN
Country
United States
Zip Code
47401
Smith, Linda B; Jayaraman, Swapnaa; Clerkin, Elizabeth et al. (2018) The Developing Infant Creates a Curriculum for Statistical Learning. Trends Cogn Sci 22:325-336
Borjon, Jeremy I; Schroer, Sara E; Bambach, Sven et al. (2018) A View of Their Own: Capturing the Egocentric View of Infants and Toddlers with Head-Mounted Cameras. J Vis Exp :
Slone, Lauren K; Moore, David S; Johnson, Scott P (2018) Object exploration facilitates 4-month-olds' mental rotation performance. PLoS One 13:e0200468
Byrge, Lisa; Kennedy, Daniel P (2018) Identifying and characterizing systematic temporally-lagged BOLD artifacts. Neuroimage 171:376-392
Carvalho, Paulo F; Vales, Catarina; Fausey, Caitlin M et al. (2018) Novel names extend for how long preschool children sample visual information. J Exp Child Psychol 168:1-18
Slone, Lauren K; Johnson, Scott P (2018) When learning goes beyond statistics: Infants represent visual sequences in terms of chunks. Cognition 178:92-102
Montag, Jessica L; Jones, Michael N; Smith, Linda B (2018) Quantity and Diversity: Simulating Early Word Learning Environments. Cogn Sci 42 Suppl 2:375-412
Smith, Linda B; Slone, Lauren K (2017) A Developmental Approach to Machine Learning? Front Psychol 8:2124
Clerkin, Elizabeth M; Hart, Elizabeth; Rehg, James M et al. (2017) Real-world visual statistics and infants' first-learned object names. Philos Trans R Soc Lond B Biol Sci 372:
Slone, Lauren K; Sandhofer, Catherine M (2017) Consider the category: The effect of spacing depends on individual learning histories. J Exp Child Psychol 159:34-49

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