Children and family members visiting Children’s Discovery Museum provided valuable data for these studies.
Parallel developmental changes in children’s production and recognition of line drawings of visual concepts (2024)
Bria Long, Judith E. Fan, Holly Huey, Zixian Chai & Michael C. Frank
https://doi.org/10.1038/s41467-023-44529-9
Long, B., Fan, J. E., Chai, Z., & Frank, M. C. (2024). Parallel developmental changes in children’s production and recognition of line drawings of visual concepts. Nature Communications, 15(1), Article 1191.
Parents’ spatial talk to boys and girls in museum settings: Variations by science topic and exhibit scale (2024)
Vera M. Umansky & Maureen A. Callanan
https://doi.org/10.3389/feduc.2024.1399433
Umansky, V. M., & Callanan, M. A. (2024).Parents’ spatial talk to boys and girls in museum settings: Variations by science topic and exhibit scale. Frontiers in Education, 9, 1399433.
Explaining and exploring the dynamics of parent-child interactions and children’s causal reasoning at a children’s museum exhibit (2024)
Sam R. McHugh, Maureen Callanan, Garrett Jaeger, Cristine H. Legare, David M. Sobel
https://doi.org/10.1111/cdev.14035
McHugh, S. R., Callanan, M. A., Jaeger, G. J., Legare, C. H., & Sobel, D. M. (2024).Explaining and exploring the dynamics of parent-child interactions and children’s causal reasoning at a children’s museum exhibit. Child Development, 95(3), 845-861.
Angry, sad, or scared? Within‑valence mapping of emotion words to facial and body cues in 2‑ to 4‑year‑old children (2023)
Yang Wu, Hannah M. Matteson, Claire M. Baker, Michael C. Frank
https://doi.org/10.1525/collabra.74333
Wu, Y., Matteson, H. M., Baker, C. M., & Frank, M. C. (2023). Angry, sad, or scared? Within‑valence mapping of emotion words to facial and body cues in 2‑ to 4‑year‑old children. Collabra: Psychology, 9(1), Article 74333.
Predicting pragmatic cue integration in adults’ and children’s inferences about novel word meanings (2022)
Manuel Bohn, Michael Henry Tessler, Megan Merrick, Michael C Frank
https://pubmed.ncbi.nlm.nih.gov/35389743/
Bohn, M., Tessler, M. H., Merrick, M., & Frank, M. C. (2022). Predicting pragmatic cue integration in adults’ and children’s inferences about novel word meanings. Journal of Experimental Psychology: General.
Unusual artifacts: Linking parents’ STEM background and children’s animacy judgments to parent-child play with robots (2021)
Sam R. McHugh, Maureen A. Callanan, Kevin Weatherwax, Jennifer L. Jipson, Leila Takayama
https://onlinelibrary.wiley.com/doi/epdf/10.1002/hbe2.286
McHugh, S.R., Callanan, M.A., Weatherwax, K., Jipson, J.L., & Takayama, L. (2021). Unusual artifacts: Linking parents’ STEM background and children’s animacy judgments to parent-child play with robots. Human Behavior and Emerging Technologies, 3, 525-539.
“He Fell in and That’s How He Became a Fossil!”: Engagement With a Storytelling Exhibit Predicts Families’ Explanatory Science Talk During a Museum Visit (2021)
Maureen A. Callanan, Claudia L. Castañeda, Graciela Solis, Megan R. Luce, Mathew Diep, Sam R. McHugh, Jennifer L. Martin, Judy Scotchmoor and Sara DeAngelis
https://doi.org/10.3389/fpsyg.2021.689649
Callanan, M., Castañeda, C., Solis, G., Luce, M., Diep, M., McHugh, S., Martin, J., Scotchmoor, J., & DeAngelis, S. (2021). “He fell in and that’s how he became a fossil!”: Engagement with a storytelling exhibit predicts families’ explanatory science talk during a museum visit, Frontiers in Psychology, 12.
How young children integrate information sources to infer the meaning of words (2021)
Manuel Bohn, Michael Henry Tessler, Megan Merrick & Michael C. Frank
https://doi.org/10.1038/s41562-021-01145-1
Bohn, M., Tessler, M. H., Merrick, M., & Frank, M. C. (2021). How young children integrate information sources to infer the meaning of words. Nature Human Behaviour.
Exploration, explanation, and parent-child interaction in museums (2020)
Maureen A. Callanan, Cristine H. Legare, David M. Sobel, Garrett J. Jaeger, Susan Letourneau, Sam R. McHugh, Aiyana Willard et al.
https://doi.org/10.1111/mono.12412
Callanan, M., Legare, C., Sobel, D., Jaeger, G., Letourneau, S., McHugh, S., Willard, A., et al. (2020). Exploration, explanation, and parent-child interaction in museums. Monographs of the Society for Research in Child Development, 85, 1.
Children’s interpretation of ambiguous pronouns based on prior discourse (2020)
Manuel Bohn, Khuyen Nha Le, Benjamin Peloquin, Bahar Köymen, Michael C. Frank
https://doi.org/10.1111/desc.13049
Bohn, M., Le, K., Peloquin, B., Koymen, B., & Frank, M. C. (2020). Children’s interpretation of ambiguous pronouns based on prior discourse. Developmental Science, 24, e13049.
The early parenting attitudes questionnaire: Measuring intuitive theories of parenting and child development (2020)
Emily Hembacher, Michael C. Frank
https://doi.org/10.1525/collabra.190
Hembacher, E., & Frank, M. C. (2020). The early parenting attitudes questionnaire: Measuring intuitive theories of parenting and child development. Collabra: Psychology, 6(1), 16.
Children’s social information seeking is sensitive to referential ambiguity (2020)
Emily Hembacher, Benjamin deMayo, Michael C Frank
https://pubmed.ncbi.nlm.nih.gov/32767767/
Hembacher, E., deMayo, B., & Frank, M. C. (2020). Children’s social information seeking is sensitive to referential ambiguity. Child Development, 91, 1178–1193.
The role of salience in young children’s processing of ad‑hoc implicatures (2019)
Erica J. Yoon, Michael C. Frank
https://doi.org/10.1016/j.jecp.2019.04.008
Yoon, E. J., & Frank, M. C. (2019). The role of salience in young children’s processing of ad‑hoc implicatures. Journal of Experimental Child Psychology, 186, 99–116.
Early understanding of pragmatic principles in children’s judgments of negative sentences (2018)
Ann E. Nordmeyer & Michael C. Frank
https://doi.org/10.1080/15475441.2018.1463850
Nordmeyer, A. E., & Frank, M. C. (2018). Early understanding of pragmatic principles in children’s judgments of negative sentences. Language Learning and Development, 14(4), 262–278.
Family Science Talk in Museums: Predicting Children’s Engagement From Variations in Talk and Activity (2017)
Maureen A. Callanan, Claudia L. Castañeda, Megan R. Luce, and Jennifer L. Martin
https://onlinelibrary.wiley.com/doi/10.1111/cdev.12886/abstract ($$)
Callanan, M. A., Castañeda, C. L., Luce, M. R. and Martin, J. L. (2017), Family Science Talk in Museums: Predicting Children’s Engagement From Variations in Talk and Activity. Child Dev, 88: 1492–1504. doi:10.1111/cdev.12886
The trouble with quantifiers: Explaining children’s deficits in scalar implicature (2017)
Alexandra C. Horowitz, Rose M. Schneider, Michael C. Frank
https://doi.org/10.1111/cdev.13014
Horowitz, A. C., Schneider, R. M., & Frank, M. C. (2017). The trouble with quantifiers: Explaining children’s deficits in scalar implicature. Child Development.
Preschoolers flexibly adapt to noisy linguistic input (2017)
Daniel Yurovsky, Sarah Case, and Michael C. Frank
https://doi.org/10.1177/0956797616668557
Yurovsky, D., Case, S., & Frank, M. C. (2017). Preschoolers flexibly adapt to noisy linguistic input. Psychological Science, 28(1), 132–140.
Beyond naïve cue combination: Salience and social cues in early word learning (2017)
Daniel Yurovsky, Michael C. Frank
https://doi.org/10.1111/desc.12349
Yurovsky, D., & Frank, M. C. (2017). Beyond naïve cue combination: Salience and social cues in early word learning. Developmental Science, 20(2), e12349.
The development of children’s ability to track and predict turn structure in conversation (2017)
Marisa Casillas, Michael C. Frank
https://doi.org/10.1016/j.jml.2016.06.013
Casillas, M. C., & Frank, M. C. (2017). The development of children’s ability to track and predict turn structure in conversation. Journal of Memory and Language, 92, 234–253.
Children’s pragmatic inferences as a route for learning about the world (2016)
Alexandra C. Horowitz, Michael C. Frank
https://doi.org/10.1111/cdev.12527
Horowitz, A. C., & Frank, M. C. (2016). Children’s pragmatic inferences as a route for learning about the world. Child Development, 87(3), 807–819.
Using tablets to collect data from young children (2016)
Michael C. Frank, Elise Sugarman, Alexandra C. Horowitz, Molly L. Lewis & Daniel Yurovsky
https://doi.org/10.1080/15248372.2015.1061528
Frank, M. C., Sugarman, E., Horowitz, A. C., Lewis, M. L., & Yurovsky, D. (2016). Using tablets to collect data from young children. Journal of Cognition and Development, 17(1), 1–17.
Tomorrow’s Museum: Multilingual Audiences and the Learning Institution (2015)
Jenni Martin and Marilee Jennings
https://www.tandfonline.com/doi/full/10.1179/1559689314Z.00000000034
Martin, J. and Jennings, M. (2015) Tomorrow’s Museum: Multilingual Audiences and the Learning Institution. Museums and Social Issues, Vol. 10, Issue 1, April, 2015.
Ad‑hoc implicature in preschool children (2015)
Alex J. Stiller, Noah D. Goodman & Michael C. Frank
https://doi.org/10.1080/15475441.2014.927328
Stiller, A. J., Goodman, N. D., & Frank, M. C. (2015). Ad‑hoc implicature in preschool children. Language Learning and Development, 11(2), 176–190.
Young children’s developing sensitivity to discourse continuity as a cue for inferring reference (2015)
Alexandra C. Horowitz, Michael C. Frank
https://doi.org/10.1016/j.jecp.2014.08.003
Horowitz, A. C., & Frank, M. C. (2015). Young children’s developing sensitivity to discourse continuity as a cue for inferring reference. Journal of Experimental Child Psychology, 129, 84–97.
The role of context in young children’s comprehension of negation (2014)
Ann E. Nordmeyer, Michael C. Frank
https://doi.org/10.1016/j.jml.2014.08.002
Nordmeyer, A. E., & Frank, M. C. (2014). The role of context in young children’s comprehension of negation. Journal of Memory and Language, 77, 25–39.
Inferring word meanings by assuming that speakers are informative (2014)
Michael C. Frank, Noah D. Goodman
https://doi.org/10.1016/j.cogpsych.2014.08.002
Frank, M. C., & Goodman, N. D. (2014). Inferring word meanings by assuming that speakers are informative. Cognitive Psychology, 75, 80–96.
Parents’ science talk to their children in Mexican-descent families residing in the USA (2008)
Harriet Tenenbaum & Maureen Callanan
https://jbd.sagepub.com/content/32/1/1.abstract ($$)
International Journal of Behavioral Development, Vol. 32 No 1, (2008), 1-12
Conversations about Science across Activities in Mexican-descent Families (2007)
Deborah Siegel, Jennifer Esterly, Maureen Callanan, Ramser Wright, & Rocio Navarro
https://www.tandfonline.com/doi/abs/10.1080/09500690701494100 ($$)
International Journal of Science Education, Vol. 29 No 12, (2007), 1447 – 1466
Parents Explain More Often to Boys than to Girls during Shared Scientific Thinking (2001)
Kevin Crowley, Maureen Callanan, Harriet Tenenbaum, & Elizabeth Allen
https://www.jstor.org/stable/40063590 ($$)
Psychological Science, Vol. 12, No. 3 (May, 2001), 258-261
Shared scientific thinking in everyday parent-child activity (2001)
Kevin Crowley, Maureen Callanan, Jennifer Jipson, Jodi Galco, Karen Topping, & Jeff Shrager
https://onlinelibrary.wiley.com/doi/10.1002/sce.1035/abstract ($$)
Sci Ed 85 (2001), 712–732
Identifying and supporting shared scientific reasoning in parent-child interactions (1998)
Kevin Crowley & Maureen Callanan
https://www.museumlearning.org/crowley9.pdf
Journal of Museum Education, 23 (1998), 12-17
