Elizabeth A. Hennon, Ph.D.

2002 Temple University, Philadelphia, PA, United States 
Developmental Psychology, Cognitive Psychology, Educational Psychology Education
"Elizabeth Hennon"


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Kathryn Hirsh-Pasek grad student 2002 Temple University
 (How children with autistic disorder use attentional and intentional social information for word learning.)
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Parish-Morris J, Hennon EA, Hirsh-Pasek K, et al. (2007) Children with autism illuminate the role of social intention in word learning. Child Development. 78: 1265-87
Roberts J, Price J, Barnes E, et al. (2007) Receptive vocabulary, expressive vocabulary, and speech production of boys with fragile X syndrome in comparison to boys with down syndrome. American Journal of Mental Retardation : Ajmr. 112: 177-93
Roberts JE, Hennon EA, Price JR, et al. (2007) Expressive language during conversational speech in boys with fragile X syndrome. American Journal of Mental Retardation : Ajmr. 112: 1-17
Brady N, Skinner D, Roberts J, et al. (2007) Communication in young children with fragile X syndrome: a qualitative study of mothers' perspectives. American Journal of Speech-Language Pathology. 15: 353-64
Pruden SM, Hirsh-Pasek K, Golinkoff RM, et al. (2006) The birth of words: ten-month-olds learn words through perceptual salience. Child Development. 77: 266-80
Burchinal M, Roberts JE, Zeisel SA, et al. (2006) Social Risk and Protective Child, Parenting, and Child Care Factors in Early Elementary School Years Parenting. 6: 79-113
Roberts J, Long SH, Malkin C, et al. (2005) A comparison of phonological skills of boys with fragile X syndrome and Down syndrome. Journal of Speech, Language, and Hearing Research : Jslhr. 48: 980-95
Roberts J, Hennon EA, Anderson K. (2003) Fragile X Syndrome and Speech and Language The Asha Leader. 8: 6-27
Golinkoff RM, Chung HL, Hirsh-Pasek K, et al. (2002) Young children can extend motion verbs to point-light displays. Developmental Psychology. 38: 604-14
Hirsh-Pasek K, Hennon E, Golinkoff RM, et al. (2001) Social attention need not equal social intention: From attention to intention in early word learning. The Behavioral and Brain Sciences. 24: 1108-1109
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