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Publications

Casasola M., Wei, W., Suh, D. D., Donskoy, P., & Ransom, A. (In Press). Children’s exposure to spatial language promotes their spatial thinking. Journal of Experimental Psychology: General. http://dx.doi.org/10.1037/xge0000699

Casasola, M. (2018). Above and beyond objects: The development of infants’ spatial concepts. Advances in Child Development and Behavior, 54, 87-121.

Kedar, Y., Casasola, M., Lust, B., & Parmet, Y. (2017). Little words, big impact: Determiners begin to bootstrap reference by 12 months. Language Learning and Development, 13, 317-334.

Casasola, M., Bhagwat, J., Doan, S. N., & Love, H. (2017). Getting some space: Infants’ and caregivers’ containment and support spatial constructions during play. Journal of Experimental Child Psychology, 159, 110-128.

Park, Y. & Casasola, M. (2017). The impact of object type on the spatial analogies in Korean preschoolers. Cognitive Psychology, 94, 53-66.

Chen, J., Tardif, T., Pulverman, R., Casasola, M., Zhu, L., Zheng, X., & Meng, X. (2015). English-and Mandarin-learnng infants’ discrimination of actions and objects in dynamic events. Developmental Psychology, 51, 1501.

Vredenburgh, C., Kushnir, T., & Casasola, M. (2015). Pedagogical cues encourage toddlers’ transmission of recently demonstrated functions to unfamiliar adults. Developmental Science. doi:10.1111/desc.12233

Ferguson, K. T., & Casasola, M. (2015). Are you an animal, too? African and US infants’ categorization of animals. Infancy. doi.10.1111/infa.12069

Bhagwat, J. B., & Casasola, M. (2014). Infant sensitivity to speaker and language in learning a second label. Journal of Experimental Child Psychology, 118, 41-56. doi 10.1016/j.jecp.2013.09.009

Casasola, M., & Park, Y. (2013). Developmental changes in infant spatial categorization: When more is better and less is enough. Child Development, 84, 1004-1019. doi 10.1111/cdev.12010

Casasola, M., Bhagwat, J., & Burke, A. S. (2009). Learning to form a spaital category of tight-fit relations: How experience with a label can give a boost. Developmental Psychology, 45, 711-723.

Casasola, M. (2008). The development of infants’ spatial categories. Current Directions in Psychological Science, 17, 21-25.

Casasola, M. (2005). When less is more: How infants learn to form an abstract categorical representation of support. Child Development, 76.

Casasola, M. (2005). Can language do the driving? The effect of linguistic input on infants’ categorization of support spatial relations. Developmental Psychology, 41.

Casasola, M., Bhagwat, J., & Ferguson, K. (2006). Precursors to verb learning: Infants’ understanding of motion events. In K. Hirsh-Pasek, & R. M. Golinkoff (Eds.), Action meets word: How children learn verbs. Oxford University Press.

Casasola, M., Wilbourn, M. P., & Yang, S. (2006). Can English-learning toddlers acquire and generalize a novel spatial word? First Language.

Casasola, M., & Wilbourn, M.P. (2004). Fourteen-month-old infants form novel word-spatial relation associations. Infancy, 6, 385-396.

Casasola, M., Cohen, L.B., & Chiarello, E. (2003). Six-month-old infants’ categorization of containment spatial relations. Child Development, 74, 679-693.

Casasola, M. (2002). Exploring the relationship between language-specific semantic spatial categories and infants’ nonlinguistic spatial categories. In E. Clark (Ed.), Proceedings of the Thirty-first Stanford Child Language Research Forum (p 1-10): CSLI Publications

Casasola, M., & Cohen, L. B. (2002). Infant categorization of containment, support, and tight-fit spatial relationships. Developmental Science, 5, 247-264.

Casasola, M. & Cohen, L. B. (2000). Infants’ association of language labels with causal actions. Developmental Psychology, 36, 155-168.

Werker, J. F., Cohen, L. B., Lloyd, V. L, Casasola, M., & Stager, C. L. (1998). Acquisition of word-object associations by 14-month-old infants. Developmental Psychology, 34, 1289-1309.

Cohen, L. B., Amsel, G., Redford, M. A., & Casasola, M. (1998). The development of infant causal perception. In A. Slater (Ed.), Perceptual, visual, auditory, and speech development: Perception in infancy. England: University College London Press and Taylor and Francis.

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