Michael J. Farrar

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This paper reports 2 studies that explore the role of joint attentional processes in the child's acquisition of language. In the first study, 24 children were videotaped at 15 and 21 months of age in naturalistic interaction with their mothers. Episodes of joint attentional focus between mother and child--for example, joint play with an object--were(More)
The relation of attachment status to autobiographical memory was assessed in 3.5- to 4.5-year-olds. Of specific interest was the relation between attachment status and the emotional content of parent-child memory conversations. Forty-six mother-child dyads discussed four events designed to elicit positive and negative emotional themes. Both attachment(More)
Do developmental differences exist in children's organization of event memories? We explored this question by examining children's recall of standard features of a repeated event versus features that deviated from that event. 4- and 7-year-old children experienced an initially unfamiliar laboratory event (standard event) 1 or 3 times. Following the last(More)
Adult recasts of child utterances have been shown to be related in a general way to the child's acquisition of syntactic structures. The current study had two aims. The first aim was to determine which feature(s) of recasts (i.e. reformulation, expansion, topic continuation, or reply) was responsible for facilitating language acquisition by comparing them(More)
The role of knowledge in children's inferences was investigated in 3 experiments. Experiment 1 examined developmental changes in the role of categorical membership, perceptual appearance, and item complexity in inferences for natural kind and artifact concepts. Preschoolers (5-year-olds), second graders (8-year-olds), and fourth graders (10-year-olds) were(More)
Children's memory for a specific episode of a repeated event was investigated in 2 experiments. In Experiment 1, eighty 4- and 7-year-olds experienced a standard novel event 1, 2, or 4 times, followed by an episodic event for those children who had multiple standard event experiences. The episodic event involved the addition of both schema-typical and(More)
This study examined 32 children's (M age = 1;8 years) engagement in joint attention (JA) and the relation between JA and vocabulary size across mother-child (MC) and mother-child-sibling (MCS) contexts. In the MCS context, mothers engaged in JA more with one child than both children; they engaged in less JA with target child than they did in the MC context.(More)
UNLABELLED Language plays a critical role in the development of theory of mind (ToM). There is limited research, however, examining the role of specific components of language in ToM development for typical and clinical populations. The purpose of the current study is to examine the relative contributions of general grammar, grammatical tense markers,(More)