Suzanne Hala

• Autism
• Child Psychology
• Cognitive Development

Book Chapters/Contributions - Peer Reviewed

• Hala, Suzanne, Pexman, PM, Climie, E, Rostad, K and Glenwright, M. A Bidirectional View of Executive Function and Social Interaction Self- and social-regulation: Exploring the Relations between Social interaction, social cognitiion, and the development of executive functions. Oxford University Press (to appear), Print.

Conference

• McMorris, C. and Hala, Suzanne. Reality monitoring in children with and without autism. (to appear)
• Hala, Suzanne and McMorris, C.. Who did that? Action monitoring in children with and without autism. (to appear)
• Hala, Suzanne and McMorris, C.. Memory for sources of action in children with and without autism. 2007.
• San Juan, V., Hala, Suzanne and Brown, A.. The effects of elaboration strategy instruction on the source monitoring performance of young children. (to appear)
• San Juan, V. and Hala, Suzanne. The effects of elaboration on binding and the source monitoring of preschool children. 2007.
• San Juan, V. and Hala, Suzanne. The effects of elaboration on binding and the source monitoring of preschool children. (to appear)
• McMorris, C. and Hala, Suzanne. Source monitoring in children with and without autism. (to appear)
• Hala, Suzanne, Turner, J., San Juan, V. and Rostad, K.. The negative generation effect in preschool children's memory for sources of actions. 2005.
• Hala, Suzanne, Gordeyko, M., San Juan, V. and Rostad, K.. The relation of executive function to memory for sources of actions in 3-year-olds. 2005.
• Gordeyko, M., Hala, Suzanne, San Juan, V. and Rostad, K.. The relation between source monitoring and executive functioning in preschool aged children. (to appear)
• Tsang, C., Hala, Suzanne, Pexman, P., Rostad, K. and San Juan, V.. Emerging irony comprehension and executive functioning in school-aged children. (to appear)
• Hala, Suzanne, Gordeyko, Marci, San Juan, Valerie and Rostad, Kristin. The relation of executive function to memory for sources of actions in 3-year-olds 2005.
• Gordeyko, Marci, Hala, Suzanne, San Juan, Valerie and Rostad, Kristin. The relation between source monitoring and executive functioning in preschool aged children 2005.
• Hala, Suzanne, Turner, Juanita, San Juan, Valerie and Rostad, Kristin. The negative generation effect in preschool children's memory for sources of actions 2005.
• Hala, Suzanne, Turner, J., San Juan, V. and Rostad, K.. Preschool children’s memory for collaborative actions. 2004.
• Hala, Suzanne. The role of collaboration in enhancing executive control in 3-year-olds in the windows task. 2004.
• Hala, Suzanne. Once more through the window: Executive control and deception in autism, MLD and preschool children. 2004.
• Hala, Suzanne, Turner, Juanita, San Juan, Valerie and Rostad, Kristin. Preschool children's memory for collaborative actions 2004.

Journal Articles - Peer Reviewed

• Hala, Suzanne, Pexman, PM and Glenwright, M. "Priming the meaning of homographs in typically developing children and children with autism.". Journal of Autism and Developmental Disorders, (2006). Print.
• Pexman, PM, Glenwright, M, Hala, Suzanne, Ivanko, SL and Jungen, S. "Children’s use of trait information in understanding verbal irony". Metaphor and Symbol 21. (2006): 39-60. Print.
• Hala, Suzanne, Rasmussen, C and Henderson, AME. "Three types of source monitoring by children with and without autism: The role of executive function.". Journal of Autism and Developmental Disorders 35. (2005): 75-89. Print.
• Hala, Suzanne. "The role of executive function in constructing an understanding of mind.". Behavioral and Brain Sciences 27. (2004): 108-109. Print.
• Hala, Suzanne, Hug, S and Henderson, H. "Executive functioning and false-belief understanding in preschool children: Two tasks are harder than one.". Journal of Cognition and Development 4. (2003): 275-298. Print.
• Russell, J, Hala, Suzanne and Hill, E. "The automated windows task: the performance of preschool children, children with autism and children with moderate learning difficulties.". Cognitive Development 18. (2003): 111-137. Print.