Yarden Kedar- Ph.D.
- Visiting Professor at Cornell University
Yarden Kedar
- Ph.D.
- Visiting Professor at Cornell University
eMo-Bo: Robotic Chatbox Supporting Positive Relational Processes between Children & Adults in Out-of-Home Care Settings
About
15
Publications
1,178
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160
Citations
Introduction
Current institution
Additional affiliations
August 2021 - present
Position
- Visiting Faculty
Description
- I explore key aspects of Child Development; in particular, Language Acquisition and Cognitive Development across several cultures and a variety of child populations (e.g., infants, children, and adolescents; monolinguals, bilinguals & multilinguals; Arabic, English & Hebrew-learners). In addition, I am interested in socio-emotional aspects which affect the child's development in various Early Childhood Education settings: Gestures and facial expressions, immigration, technology, among others.
October 2007 - September 2010
October 2015 - March 2017
Publications
Publications (15)
Time is an abstract, unobservable, multifaceted, and elusive concept, whose nature has long posited a major challenge in philosophical and scientific thought. Nonetheless, despite the fact that time is not directly perceived by our senses, a universal human experience of time does exist. People are aware of time passing by; seek ways to measure it;...
The context of this exploratory study is a Language Café , a bottom-up initiative in which Jews and Palestinians, residing in the same multilingual neighborhood in Jerusalem, learn Hebrew and Arabic from each other. The study explores the features of the bilingual pedagogy which has evolved in the Language Café and the participants’ perceived teach...
Explorations of language development in different types of learner populations and across various languages.
This volume examines language development in different types of learner populations and across various languages. The contributors analyze experimental studies of child and adult language acquisition, heritage language development, bilingual...
Scholars of language development have long been challenged to understand the development of functional categories. Traditionally, it was assumed that children’s language development initially relies on lexical elements, while functional elements become accessible only at later periods; and that it is lexical growth which bootstraps grammatical deve...
This longitudinal case study followed a Hebrew-speaking child acquiring L2-English, focusing on her production of articles. Although the child had already developed significant aspects of the Hebrew determiner system, her acquisition of English followed a typical developmental route for first language acquisition: single words; telegraphic speech;...
We tested 12- and 18-month-old English-learning infants on a preferential-looking task which contrasted grammatically correct sentences using the determiner “the” vs. three ungrammatical conditions in which “the” was substituted by another English function word, a nonsense word, or omitted. Our design involved strict controls on phonetic compositio...
We tested 12- and 18-month-old English-learning infants on a preferential-looking task which contrasted grammatically correct sentences using the determiner “the” vs. three ungrammatical conditions in which “the” was substituted by another English function word, a nonsense word, or omitted. Our design involved strict controls on phonetic compositio...
Infants of 18 and 24 months acquiring English were tested in a preferential looking task on their ability to detect ungrammaticalities caused by manipulating a single function word in sentences. Infants heard grammatical sentences in which the determiner the preceded a target noun, as well as three ungrammatical conditions in which the was either d...
Thesis (M.A.)--Cornell University, May, 2004. Includes bibliographical references.
