Philip S. Dale mainly investigates Developmental psychology, Language acquisition, Vocabulary, Language development and Cognition. His Developmental psychology study incorporates themes from Twin study, Test validity and Reading. His biological study spans a wide range of topics, including Cognitive psychology and Grammar.
His research in Vocabulary is mostly concerned with Vocabulary development. His Language development research incorporates themes from Verbal learning, Cognitive science, Comprehension and Measure. In his study, Multivariate analysis is strongly linked to Heritability, which falls under the umbrella field of Cognition.
His primary scientific interests are in Developmental psychology, Cognition, Language development, Language acquisition and Vocabulary. His Developmental psychology study combines topics in areas such as Twin study, Twins Early Development Study, Heritability, Reading and Literacy. His studies in Cognition integrate themes in fields like Early childhood, Nonverbal communication and Child development.
His work in Language development is not limited to one particular discipline; it also encompasses Psychometrics. His Language acquisition research is multidisciplinary, relying on both Language assessment, Second-language acquisition and Lexicon. His research integrates issues of Language delay, Test validity, Grammar and Comprehension in his study of Vocabulary.
Philip S. Dale spends much of his time researching Developmental psychology, Twins Early Development Study, Literacy, Socioeconomic status and Association. His research in Developmental psychology intersects with topics in Verbal reasoning, Cognition, Vocabulary and Genetic architecture. His research on Vocabulary focuses in particular on Vocabulary development.
His Vocabulary development research is multidisciplinary, incorporating elements of Computational linguistics, Language acquisition, Age of Acquisition and Word lists by frequency. His work is dedicated to discovering how Literacy, Scale are connected with Intervention, Moderation and Pedagogy and other disciplines. His study on Socioeconomic status also encompasses disciplines like
His main research concerns Demography, Socioeconomic status, Association, Twins Early Development Study and Genetic association. His work in Socioeconomic status addresses issues such as Curriculum, which are connected to fields such as Reading, Achievement test, Reading comprehension and Intelligence quotient. The concepts of his Twins Early Development Study study are interwoven with issues in Developmental psychology, Sex characteristics and Psychiatry, Anxiety.
His work deals with themes such as Cognitive development and Twin study, which intersect with Developmental psychology. His Genetic association study combines topics in areas such as Sample size determination and Heritability. While the research belongs to areas of Cognition, Philip S. Dale spends his time largely on the problem of Early childhood, intersecting his research to questions surrounding Medical education.
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Variability in Early Communicative Development
L Fenson;P S Dale;J S Reznick;E Bates.
Short-form versions of the MacArthur Communicative Development Inventories.
Larry Fenson;Steve Pethick;Connie Renda;Jeffrey L. Cox.
Applied Psycholinguistics (2000)
Lexical development norms for young children
Philip S. Dale;Larry Fenson.
Behavior Research Methods Instruments & Computers (1996)
Developmental and Stylistic Variation in the Composition of Early Vocabulary.
Elizabeth Bates;Virginia A. Marchman;Donna Thal;Larry Fenson.
Journal of Child Language (1994)
The validity of a parent report instrument of child language at twenty months.
Philip S. Dale;Elizabeth Bates;J. Steven Reznick;Colleen Morisset.
Journal of Child Language (1989)
Outcomes of early language delay: I. Predicting persistent and transient language difficulties at 3 and 4 years.
Philip S. Dale;Thomas S. Price;Dorothy V. M. Bishop;Robert Plomin.
Journal of Speech Language and Hearing Research (2003)
The validity of a parent report measure of vocabulary and syntax at 24 months.
Philip S. Dale.
Journal of Speech Language and Hearing Research (1991)
The Genetic and Environmental Origins of Learning Abilities and Disabilities in the Early School Years
Yulia Kovas;Claire M. A. Haworth;Philip S. Dale;Robert Plomin.
Does frequency count? Parental input and the acquisition of vocabulary.
Judith C. Goodman;Philip S. Dale;Ping Li.
Journal of Child Language (2008)
Macarthur Communicative Development Inventories
Philip S Dale.
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