Publications by Dr. Booth

  1. Bauer, J.R., Booth A.E. & McGroarty-Torres, K. (2016) Causally-Rich Group Play: A Powerful Context for Building Preschoolers’ Vocabulary. Frontiers in Psychology: Developmental Psychology, 7(997). doi: 10.3389/fpsyg.2016.00997
  2. Alvarez, A. & Booth, A. (2015). Preschoolers prefer to learn causal information. Frontiers in Psychology: Developmental Psychology, 6(60). DOI: 10.3389/fpsyg.2015.00060
  3. Booth, A. (2015). Effects of causal information on early word learning: Efficiency and Longevity. Journal of Cognitive Development, 33, 99-107.
  4. Booth, A. & Alvarez, A. (2015). Developmental changes in causal supports for word learning. Language Learning and Development, 11(1), 80-92. DOI:1080/15475441.2014.888900
  5. Booth, A. (2014). Conceptually coherent categories support name-based inductive inference in preschoolers. Journal of Experimental Child Psychology, 123, 1-14.
  6. Alvarez, A.L. & Booth, A.E. (2014). Motivated by meaning: Testing the effect of knowledge-infused rewards on preschoolers’ persistence. Child Development, 85(2), 783-791. DOI: 10.1111/cdev.12151
  7. Patrick, K., Hurewitz, F. & Booth, A.E. (2013). Word-Mapping in Autism: Evidence for Backwards Bootstrapping of Social Gaze Strategies. Proceedings of the 37th Boston University Conference on Language Development, 2, 332-344.
  8. Graham, S., Booth, A.E., & Waxman, S. (2012). Words are not features of objects: Only consistently applied nouns guide 4-year-olds’ inferences about object categories. Language, Learning and Development, 8(2), 136-145.
  9. Booth, A.E., Schuler, K, & Zajicek, R. (2010). Specifying the role of function in infant categorization. Infant Behavior and Development, 33(4), 672-684.
  10. Ware, E.A. & Booth, A.E. (2010). Form follows function: Learning about function helps children learn about shape. Cognitive Development, 25(2), 124-137.
  11. Booth, A.E., & Ware, E.A. (2010). Categories, concepts, and causality: A reply to Samuelson and Perone. Cognitive Development, 25(2), 154-157.
  12. Booth, A.E. (2009). Causal supports for early word learning, Child Development, 80(4), 1243-1250.
  13. Booth, A.E. & Waxman, S.R. (2009). A horse of a different color: Specifying with precision infants’ mappings of novel nouns and adjectives. Child Development, 80(1), 15-22.
  14. Booth, A.E., MacGregor, K. & Rohlfing, K. (2008). Socio-pragmatics and attention: contributions to gesturally guided word learning in toddlers. Language Learning and Development, 4(3), 179-202.
  15. Booth, A.E. & Waxman, S.R. (2008). Taking stock as theories of word learning take shape. Developmental Science, 11(2), 185-194.
  16. Booth, A.E. (2008). The cause of infant categorization? Cognition, 106, 984-993.
  17. Booth, A.E. & Waxman, S.R. (2006). Deja vu all over again: Re-revisiting the conceptual status of early word learning. Developmental Psychology, 42(6), 1344-1346.
  18. Booth, A.E. (2006). Object Function and Categorization in Infancy: Two Mechanisms of Facilitation. Infancy, 10(2), 145-169.
  19. Booth, A.E., & Waxman, S.R. (2005). Conceptual knowledge permeates word learning in  infancy. Developmental Psychology, 41(3), 491-505.
  20. Booth, A.E. & Waxman, S.R (2003a). Mapping words to the world in infancy: on the evolution of expectations for nouns and adjectives. Journal of Cognition and Development, 4(3), 357-381.
  21. Booth, A.E. & Waxman, S.R (2003b). Bringing theories of word learning in line with the evidence. Cognition, 87, 215-218.
  22. Waxman, S., & Booth, A. (2003). The origins and evolution of links between word learning and conceptual organization: New evidence from 11-month-olds. Developmental Science, 6, 130-137.
  23. Booth, A.E., & Waxman, S.R. (2002a). Object names and object functions serve as cues to categories in infancy. Developmental Psychology, 38(6), 948-957.
  24. Booth, A.E., & Waxman, S.R. (2002b). Word learning is ‘smart’: evidence that conceptual information affects preschoolers’ extension of novel words. Cognition, 84, B11-B22.
  25. Booth, A.E., Pinto, J., & Bertenthal, B.I. (2002). Perception of the symmetrical pattern of human gait by infants. Developmental Psychology, 38(4), 554-563.
  26. Waxman, S.R., & Booth, A.E. (2001a). Seeing pink elephants: Fourteen-month-olds’ interpretations of novel nouns and adjectives. Cognitive Psychology, 43(3), 217-242.
  27. Waxman, S.R., & Booth, A.E. (2001b). On the insufficiency of evidence for a domain-general account of word learning. Cognition, 78(3), 277-279.
  28. Booth, A.E. (2001). The facilitative effect of agent-produced motions on categorization in infancy. Infant Behavior and Development, 23(2), 153-174.
  29. Johnson, S.C., Booth, A.E., & O’Hearn, K. (2001). Inferring the goals of a non-human agent. Cognitive Development, 16(1), 637-656.
  30. Waxman, S.R., & Booth, A.E. (2000). Principles that are invoked in the acquisition of words, but not facts. Cognition, 77(2), B33-B43.
  31. Waxman, S. R., & Booth, A. E. (2000b). Distinguishing count nouns from adjectives: Evidence from 14-month-olds’ word extension. In Proceedings of the 24th Boston University Conference on Language Development. Somerville, MA: Cascadilla Press.