2020 - Fellow of the American Educational Research Association
2018 - Outstanding Public Communication of Education Research Award, American Educational Research Association
2015 - James McKeen Cattell Fellow Award, Association for Psychological Science
Kathy Hirsh-Pasek focuses on Developmental psychology, Language acquisition, Language development, Child care and Cognitive development. She combines subjects such as Pedagogy, Curriculum and Human development with her study of Developmental psychology. She has included themes like Perception, Verb, Comprehension approach, Grammar and Semantics in her Language acquisition study.
Her work deals with themes such as Social relation, Nonverbal communication, Vocabulary, Word learning and Interpersonal relationship, which intersect with Language development. She focuses mostly in the field of Word learning, narrowing it down to matters related to Videoconferencing and, in some cases, Context. Her Cognitive development research integrates issues from Attention span, Child development, Erikson's stages of psychosocial development and Elementary cognitive task.
Her scientific interests lie mostly in Developmental psychology, Language acquisition, Language development, Cognitive psychology and Vocabulary. As a part of the same scientific study, Kathy Hirsh-Pasek usually deals with the Developmental psychology, concentrating on Cognitive development and frequently concerns with Cognitive science. Kathy Hirsh-Pasek works mostly in the field of Language acquisition, limiting it down to topics relating to Verb and, in certain cases, Noun, Action and Motion, as a part of the same area of interest.
The Language development study combines topics in areas such as Context, Word recognition and Word learning. As part of the same scientific family, Kathy Hirsh-Pasek usually focuses on Cognitive psychology, concentrating on Perception and intersecting with Social psychology. The various areas that Kathy Hirsh-Pasek examines in her Vocabulary study include Mathematics education, Comprehension and Literacy.
Her main research concerns Cognitive psychology, Vocabulary, Developmental psychology, Mathematics education and Vocabulary development. Her Cognitive psychology study combines topics in areas such as Motion, Relation, Perception and Action. Her research investigates the connection between Vocabulary and topics such as Semantics that intersect with issues in Semantic network, Taxonomy and Concept learning.
Kathy Hirsh-Pasek works mostly in the field of Developmental psychology, limiting it down to concerns involving Comprehension and, occasionally, Narrative and Reading. Her Mathematics education research is multidisciplinary, incorporating elements of Literacy, Spatial ability and Early childhood education. Her Vocabulary development research is multidisciplinary, incorporating perspectives in Language acquisition and Language development.
Her scientific interests lie mostly in Vocabulary, Developmental psychology, Cognitive psychology, Vocabulary development and Playful learning. Her Vocabulary research includes themes of Mathematical ability, Knowledge level and Spatial ability. Her Developmental psychology study incorporates themes from Narrative, Comprehension, Reading, Literacy and Set.
Her biological study spans a wide range of topics, including Language acquisition, At-risk students, Language development and Vocabulary learning. Language acquisition and Miller are two areas of study in which Kathy Hirsh-Pasek engages in interdisciplinary work. Kathy Hirsh-Pasek incorporates Language development and Socioeconomic status in her studies.
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Clauses are perceptual units for young infants
Kathy Hirsh-Pasek;Deborah G. Kemler Nelson;Peter W. Jusczyk;Kimberly Wright Cassidy.
The eyes have it: lexical and syntactic comprehension in a new paradigm.
Roberta Michnick Golinkoff;Kathryn Hirsh-Pasek;Kathleen M. Cauley;Laura Gordon.
Journal of Child Language (1987)
Early object labels: the case for a developmental lexical principles framework.
Roberta Michnick Golinkoff;Carolyn B. Mervis;Kathryn Hirsh-Pasek.
Journal of Child Language (1994)
Breaking the language barrier: an emergentist coalition model for the origins of word learning.
George J. Hollich;Kathy Hirsh-Pasek;Roberta Michnick Golinkoff;Rebecca J. Brand.
Monographs of The Society for Research in Child Development (2000)
The Origins of Grammar: Evidence from Early Language Comprehension
Kathy Hirsh-Pasek;Roberta Michnick Golinkoff.
Play = Learning: How Play Motivates and Enhances Children's Cognitive and Social-Emotional Growth
Dorothy G. Singer;Roberta Michnick Golinkoff;Kathy Hirsh-Pasek.
Putting Education in “Educational” Apps Lessons From the Science of Learning
Kathy Hirsh-Pasek;Jennifer M. Zosh;Roberta Michnick Golinkoff;James H. Gray.
Psychological Science in the Public Interest (2015)
The relation of child care to cognitive and language development
A Clarke-Stewart;S Friedman;Dane Phillips;CL Booth.
Perception of acoustic correlates of major phrasal units by young infants.
Peter W Jusczyk;Peter W Jusczyk;Kathy Hirsh-Pasek;Deborah G Kemler Nelson;Lori J Kennedy.
Cognitive Psychology (1992)
How the prosodic cues in motherese might assist language learning.
Deborah G. Kemler Nelson;Kathy Hirsh-Pasek;Peter W. Jusczyk;Kimberly Wright Cassidy.
Journal of Child Language (1989)
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