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Referent selection in children with Autism Spectrum Condition and intellectual disabilities:Do social cues affect word-to-object or word-to-location mappings?
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Developmental Differences in Children’s Learning and Use of Forensic Ground Rules During an Interview About an Experienced Event
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Referent selection in children with Autism Spectrum Condition and intellectual disabilities: Do social cues affect word-to-object or word-to-location mappings?
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Attentional learning helps language acquisition take shape for atypically developing children, not just children with autism spectrum disorders
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Impaired performance on advanced theory of mind tasks in children with epilepsy is related to poor communication and increased attention problems
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Language acquisition from social cues, associative cues and conflicting cues in typically and atypically developing children
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How do social and associative cues facilitate language acquisition in TD children and children with ASD?
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Brief Report: Are Children with Autism Proficient Word Learners?
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