Lulu Song
Lulu Song
Associate Professor of Brooklyn College, the City of University of New York
Verified email at - Homepage
Cited by
Cited by
Why is infant language learning facilitated by parental responsiveness?
CS Tamis-LeMonda, Y Kuchirko, L Song
Current Directions in Psychological Science 23 (2), 121-126, 2014
Chinese parents’ goals and practices in early childhood
R Luo, CS Tamis-LeMonda, L Song
Early Childhood Research Quarterly 28 (4), 843-857, 2013
An image is worth a thousand words: Why nouns tend to dominate verbs in early word learning
C McDonough, L Song, K Hirsh‐Pasek, RM Golinkoff, R Lannon
Developmental science 14 (2), 181-189, 2011
Twenty-five years using the intermodal preferential looking paradigm to study language acquisition: What have we learned?
RM Golinkoff, W Ma, L Song, K Hirsh-Pasek
Perspectives on Psychological Science 8 (3), 316-339, 2013
Reciprocal influences between maternal language and children's language and cognitive development in low-income families
L Song, ET Spier, CS Tamis-Lemonda
Journal of Child Language 41 (02), 305-326, 2014
Ethnic differences in mother–infant language and gestural communications are associated with specific skills in infants
CS Tamis‐LeMonda, L Song, AS Leavell, R Kahana‐Kalman, ...
Developmental Science 15 (3), 384-397, 2012
Multilingual children
A McCabe, CS Tamis-LeMonda, MH Bornstein, CB Cates, R Golinkoff, ...
Social Policy Report 27 (4), 1-21, 2013
Language experiences and vocabulary development in Dominican and Mexican infants across the first 2 years.
L Song, CS Tamis-LeMonda, H Yoshikawa, R Kahana-Kalman, I Wu
Developmental psychology 48 (4), 1106, 2012
Children's vocabulary growth in English and Spanish across early development and associations with school readiness skills
CS Tamis-LeMonda, L Song, R Luo, Y Kuchirko, R Kahana-Kalman, ...
Developmental neuropsychology 39 (2), 69-87, 2014
Parents' and experts' awareness of learning opportunities in children's museum exhibits
L Song, RM Golinkoff, A Stuehling, I Resnick, N Mahajan, K Hirsh-Pasek, ...
Journal of Applied Developmental Psychology 49, 39-45, 2017
Parent-infant communicative interactions in cultural context
CS Tamis-LeMonda, L Song
Handbook of psychology: Developmental psychology 6, 143-170, 2012
Preverbal Infants' Attention to Manner and Path: Foundations for Learning Relational Terms
R Pulverman, L Song, K Hirsh‐Pasek, SM Pruden, RM Golinkoff
Child development 84 (1), 241-252, 2013
Prelinguistic foundations of verb learning: Infants discriminate and categorize dynamic human actions
L Song, SM Pruden, RM Golinkoff, K Hirsh-Pasek
Journal of experimental child psychology 151, 77-95, 2016
Action stations: Verb learning rests on constructing categories of action
L Song, RM Golinkoff, R Seston, W Ma, W Shallcross, K Hirsh-Pasek
Poster presented at the 31st Boston University Conference on Language …, 2006
Parental beliefs and knowledge, children’s home language experiences, and school readiness: The dual language perspective
R Luo, L Song, C Villacis, G Santiago-Bonilla
Frontiers in Psychology 12, 661208, 2021
Parents' role in infants' language development and emergent literacy
CS Tamis‐LeMonda, R Luo, L Song
Wellbeing: A Complete Reference Guide, 1-20, 2014
Sleepy vs. Sleeping: Preschoolers’ sensitivity to morphological cues for adjectives and verbs in English and French
L Song, T Nazzi, S Moukawane, RM Golinkoff, A Stahl, W Ma, ...
Proceedings of the 34th Annual Boston University Conference on Language …, 2010
Does the owl fly out of the tree or does the owl exit the tree flying? How L2 learners overcome their L1 lexicalization biases
L Song, R Pulverman, C Pepe, RM Golinkoff, K Hirsh-Pasek
Language Learning and Development 12 (1), 42-59, 2016
The unique and compensatory effects of home and classroom learning activities on Migrant and Seasonal Head Start children’s Spanish and English emergent literacy skills
R Luo, L Song
Frontiers in Psychology 13, 1016492, 2022
Dual language development of Chinese 3-and 4-year-olds: associations with the family context and teachers’ language use
L Song, R Luo, E Liang
Early Education and Development 33 (2), 219-242, 2022
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