2011 - Fellow of the American Academy of Arts and Sciences
2010 - Fellow of the American Association for the Advancement of Science (AAAS)
2007 - Fellow of John Simon Guggenheim Memorial Foundation
Sandra R. Waxman focuses on Categorization, Language acquisition, Cognitive development, Cognitive psychology and Language development. Her Categorization research is multidisciplinary, incorporating elements of Developmental psychology, Noun and Object. Her Language acquisition research is multidisciplinary, relying on both Object, Perception, Linguistic competence and Lexicon.
Her studies examine the connections between Cognitive development and genetics, as well as such issues in Superordinate goals, with regards to Preschool child. Her biological study deals with issues like Vocabulary, which deal with fields such as Semantics, Natural language processing and Artificial intelligence. The study incorporates disciplines such as Word recognition, Word, Word and Psycholinguistics in addition to Language development.
Sandra R. Waxman mostly deals with Cognitive psychology, Noun, Categorization, Language acquisition and Developmental psychology. Her study looks at the relationship between Cognitive psychology and fields such as Perception, as well as how they intersect with chemical problems. She has included themes like Object, Language development, Verb and Meaning in her Noun study.
Her Categorization research incorporates elements of Cognitive development, Communication, Object, Set and Object. Her Language acquisition research includes elements of Active listening, Lexicon, Vocabulary, Vocabulary development and Concept learning. Her Vocabulary study combines topics in areas such as Semantics and Verbal learning.
Her primary areas of study are Cognitive psychology, Categorization, Language acquisition, Noun and Developmental psychology. Her research integrates issues of Construal level theory, Visual perception, Perception and Object in her study of Cognitive psychology. Her studies deal with areas such as Object, Concept learning and Cognitive science as well as Categorization.
Her Language acquisition research integrates issues from Novelty, Language development and Active listening. The various areas that Sandra R. Waxman examines in her Noun study include Verb, Modal verb, Vocabulary development, Vocabulary and Conjunction. Sandra R. Waxman combines subjects such as Divergence and Eye movement with her study of Developmental psychology.
Sandra R. Waxman mainly focuses on Language acquisition, Categorization, Developmental psychology, Noun and Perception. Her Language acquisition study combines topics from a wide range of disciplines, such as Fixation, Speech perception, Language development and Active listening. Her Language development research includes themes of Sentence, Vocabulary and Task analysis.
Her biological study spans a wide range of topics, including Cognitive science, Meaning, Communication and First language. Her Noun study combines topics in areas such as Modal verb, Object, Similarity, Vocabulary development and Concept learning. Sandra R. Waxman studied Perception and Space that intersect with Cognitive psychology.
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Words as invitations to form categories: evidence from 12- to 13-month-old infants
Sandra R. Waxman;Dana B. Markow.
Cognitive Psychology (1995)
Do words facilitate object categorization in 9-month-old infants?
Marie T. Balaban;Sandra R. Waxman.
Journal of Experimental Child Psychology (1997)
Words and Gestures: Infants' Interpretations of Different Forms of Symbolic Reference
Laura L. Namy;Sandra R. Waxman.
Child Development (1998)
Seeing pink elephants: fourteen-month-olds' interpretations of novel nouns and adjectives.
Sandra R. Waxman;Amy Elizabeth Booth.
Cognitive Psychology (2001)
Early word-learning entails reference, not merely associations
Sandra R. Waxman;Susan A. Gelman;Susan A. Gelman.
Trends in Cognitive Sciences (2009)
Words (but not tones) facilitate object categorization: evidence from 6- and 12-month-olds.
Anne L. Fulkerson;Sandra R. Waxman.
Object names and object functions serve as cues to categories for infants
Amy E. Booth;Sandra Waxman.
Developmental Psychology (2002)
Preschoolers' use of superordinate relations in classification and language
Sandra Waxman;Rochel Gelman.
Cognitive Development (1986)
Categorization in 3- and 4-month-old infants: an advantage of words over tones.
Alissa L. Ferry;Susan J. Hespos;Sandra R. Waxman.
Child Development (2010)
Word learning is 'smart': evidence that conceptual information affects preschoolers' extension of novel words
Amy Elizabeth Booth;Sandra R. Waxman.
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