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Academia Americana de Pediatría. (2011). Media use by children younger than 2 years. Pediatrics, 128(5), 1040–1045.

Academia Americana de Pediatría. (2013). Children, adolescents, and the media. Pediatrics, 132(5), 958–961.

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Allen, M. L., Hartley, C., & Cain, K. (2015). Do iPads promote symbolic understanding and word learning in children with autism? Frontiers in psychology, 6(1), 138-142.

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Choi, K., & Kirkorian, H. L. (2016). Touch or watch to learn? Toddlers’ object retrieval using contingent and noncontingent video. Psychological science, 27(5), 726-736.

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DeLoache, J. S. (2004). Becoming symbol-minded. Trends in cognitive sciences, 8(2), 66-70.

DeLoache, J. S. (2005). Mindful of symbols. Scientific American, 293(2), 72-77.

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Kirkorian, H. L., Choi, K., & Pempek, T. A. (2016). Toddlers’ word learning from contingent and noncontingent video on touch screens. Child development, 87(2), 405-413.

Kirkorian, H. L., Pempek, T. A., Murphy, L. A., Schmidt, M. E., & Anderson, D. R. (2009). The impact of background television on parent–child interaction. Child development, 80(5), 1350-1359.

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Mareovich, F., & Peralta, O. (2015). La comprensión referencial temprana: aprendiendo palabras a través de imágenes con distinto nivel de iconicismo. Psykhe, 24(1), 1-11.

Mareovich, F., Taverna, A. & Peralta, O. (2015). Enseñando palabras mediante libros ilustrados: El aprendizaje temprano de sustantivos y adjetivos. Interdisciplinaria, 32(1), 89-107.

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