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Publications

Book Chapters/Contributions - Peer Reviewed:

Hala, S., Pexman, P., Climie, E., Rostad, K., & Glenwright, M. (2010). A bidirectional view of executive function and social interaction. In B.                Sokol, J. Carpendale, X. Iarocci, U. Mueller & Y. Young (Eds). Self and Social Regulation: Exploring the Relations between Social                        Interaction, Social Cognition and the Development of Executive Functions. New York, NY: Oxford University Press.

 

Journal Articles - Peer Reviewed:

Hala, S., McKay, L., Brown, A., & San Juan, V. (under review). Source monitoring and executive function in two-and-a-half-year-olds.

Hala, S., Brown, A., McKay, L., & San Juan, V. (2013). Two-and-a-half-year-olds’ memory for sources of actions: Contextual support facilitates          recall. Journal of Cognition and Development, 14, 343-358. doi: 10.1080/15248372.2012.664594

Hala, S., Pexman, P., & Glenwright, M. (2006). Priming the meaning of homographs in typically developing children and children with                        autism. Journal of Autism and Developmental Disorders, 37, 329-340. doi: 10.1007/s10803-006-0162-6

Pexman, P., Glenwright, M., Hala, S., Ivanko, S.L., & Jungen, S. (2006). Children’s use of trait information in understanding verbal                              irony. Metaphor and Symbol, 21, 39-60. doi: 10.1207/s15327868ms2101_3

Hala, S., Rasmussen, C., & Henderson, A.M.E. (2005). Three types of source monitoring by children with and without autism: The role of                  executive function. Journal of Autism and Developmental Disorders, 35, 75-89. doi: 10.1007/s10803-004-1036-4

Hala, S. (2004). The role of executive function in constructing an understanding of mind. Behavioral and Brain Sciences 27, 108-109. doi:                10.1017/S0140525X 0435003X

Hala, S., Hug, S., & Henderson, H. (2003). Executive functioning and false-belief understanding in preschool children: Two tasks are harder            than one. Journal of Cognition and Development, 4, 275-298. doi: 10.1207/S15327647JCD0403_03

Russell, J., Hala, S., & Hill, E. (2003). The automated windows task: the performance of preschool children, children with autism and children          with moderate learning difficulties. Cognitive Development, 18, 111-137. doi: 10.1016/S0885-2014(02)00163-6 

 

Recent Conferences:

Haddock, T., Hala, S., & McKay, L. (2013). The role of distracter items on source accuracy in 4-year-olds. Poster presented at the Canadian              Society for Brain, Behaviour and Cognitive Science in Calgary, Alberta.

Haddock, T., Hala, S., & McKay, L. (2013). The influence of distracter items on source monitoring performance in 4-year-olds. Poster presented      at the Banff Annual Seminar in Cognitive Science in Banff, Alberta.

Hala, S., McKay, L., Brown, A., & San Juan. V. (2013). Toddlers' memory for sources of action. Poster presented at the Society for Research in        Cognitive Development in Seattle, Washington.

McKay, L., & Hala, S. (2011). Elaboration strategy use and memory for source in 4- and 6-year-old children. Poster presented at the Cognitive        Development Society Biennial Meeting in Philadelphia, Pennsylvania.

Hala, S., McKay, L., Tan-MacNeill, K., & Pascal, L. (2011). Source memory in young children. Does self-generation at encoding make a                    difference? Poster presented at the Annual Meeting of the Jean Piaget Society in Berkley, California.

Pascal, L., Hala, S., & McKay, L. (2011). Source monitoring for two and three sources. Does generation effect help 4-year-old children? Poster        presented at the Banff Annual Seminar in Cognitive Science in Banff, Alberta.

Tan-MacNeill, K., McKay, L., & Hala, S. (2011). The effects of elaboration and generation on source monitoring in 4-year-olds. Poster presented      at the Banff Annual Seminar in Cognitive Science in Banff, Alberta.

Hala, S., Tan-McNeill, K., & McKay, L. (2011). Effects of self-generated versus provided elaboration on source monitoring in 4-year-olds. Poster      presented at the Society for Research in Cognitive Development in Montreal, Quebec.

McKay, L., & Hala, S. (2011). Effects of elaboration training on 4-year-olds source monitoring and strategy use abilities. Poster presented at the      Society for Research in Cognitive Development Biennial Meeting in Montreal, Quebec.

McKay, L., & Hala, S. (2010). “Can you think of a reason why Fred needs a hammer?” The effects of strategy use on source monitoring in 4-            year-old children. Poster presented at the Canadian Society for Brain, Behaviour and Cognitive Science in Halifax, Nova Scotia.

San Juan, V., Hala, S., & Friesen, L. (2009). The effects of elaboration and rehearsal strategies on the source monitoring of early school aged          children. Poster presented at the Society for Research in Child Development Biennial Meeting in Denver, Colorado.

Climie, E., Hala, S., & Mossiere, A. (2009). Processing speed in bilingual preschool children. Poster presented at the Society for Research in          Cognitive Development Biennial Meeting in Denver, Colorado.

Brown, A., & Hala, S. (2008). Toddlers' source memory and executive function. Poster presented at the Banff Annual Seminar in Cognitive                Science in Banff, Alberta.

Hala, S., Brown, A., & San Juan, V. (2008). Toddlers' memory for sources of action. Poster presented at the International Conference on Infant        Studies Biennial Meeting in Vancouver, British Columbia.

Climie, E., Hala, S., & Mossiere, A. (2007). Comprenez-vous? Influence of language on preschool children's processing speed. Poster                      presented at the Cognitive Development Society Biennial Meeting in Santa Fe, New Mexico.

Hala, S., Brown, A., & San Juan, V. (2007). Context cues and the emergence of source monitoring abilities in toddlers. Poster presented at the        Cognitive Development Society Biennial Meeting in Santa Fe, New Mexico.