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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5 6...23 Hits 21 – 40 of 453 21 Neural plasticity, neuronal recycling and niche construction Menary, Richard In: Mind & language. - Oxford : Wiley-Blackwell 29 (2014) 3, 286-303 BLLDB OLC Linguistik Show details 22 "Reading in the Brain" revised and extended: response to comments Dehaene, Stanislas In: Mind & language. - Oxford : Wiley-Blackwell 29 (2014) 3, 320-335 BLLDB OLC Linguistik Show details 23 The neuronal recycling hypothesis for reading and the question of reading universals Coltheart, Max In: Mind & language. - Oxford : Wiley-Blackwell 29 (2014) 3, 255-269 BLLDB OLC Linguistik Show details 24 All forms of writing Downey, Greg In: Mind & language. - Oxford : Wiley-Blackwell 29 (2014) 3, 304-319 BLLDB OLC Linguistik Show details 25 Are words read by letters? (Lisons-nous par lettres?) Morin Duchesne, Xavier. - 2014 BASE Show details 26 Mobile Books: Effect of Engagement on Students’ Motivation and Cognitive Strategy Use Ciampa, Katia. - : Brock University, 2014 BASE Show details 27 Metaphorical Interpretation: Measuring and Facilitating Growth. Kennerly, Catharine Ann. - : Brock University, 2014 BASE Show details 28 The reading comprehension of deaf/hard-of-hearing Jamaican students: the contributions of intellectual ability, sign-language comprehension, vocabulary, knowledge and metacognitive awareness Dockery, Karla. - : McGill University, 2014 BASE Show details 29 Plain, but not Simple: Plain Language Research with Readers, Writers, and Texts Garwood, Kimberley Christine. - 2014 BASE Show details 30 Development and Cross-language Transfer of Oral Reading Fluency using Longitudinal and Concurrent Predictors among Canadian French Immersion Primary-level Children Lee, Kathleen. - 2014 BASE Show details 31 Reading Strategies of Good and Average Bilingual Readers of Chinese and Spanish Backgrounds Quiroz, Geissel. - 2014 BASE Show details 32 La educación en la lengua materna: Una mirada a la escuela de verano en Pacheco Elementary Tjepkema, Elizabeth In: World Languages and Cultures (2014) BASE Show details 33 Developmental changes in the role of different metalinguistic awareness skills in Chinese reading acquisition from preschool to third grade Wei, T-Q; Bi, H-Y; Chen, B-G. - : Public Library of Science, 2014 BASE Show details 34 What lies beneath: A comparison of reading aloud in pure alexia and semantic dementia Woollams, AM; Hoffman, P; Roberts, DJ. - : Taylor & Francis, 2014 BASE Show details 35 The dyslexia debate Elliott, Julian; Grigorenko, Elena L.. - New York, NY : Cambridge University Press, 2014 BLLDB UB Frankfurt Linguistik Show details 36 Glottodidaktik früher, heute und morgen Ciepielewska-Kaczmarek, Luiza (Hrsg.). - Poznań : Wydawnictwo Naukowe Uniwersytetu im. Adama Mickiewicza, 2014 BLLDB UB Frankfurt Linguistik Show details 37 Language and literacy : the sociolinguistics of reading and writing Stubbs, Michael Eugene. - London [u.a.] : Routledge, 2014 BLLDB UB Frankfurt Linguistik Show details 38 Inkongruentes Verstehen : zur Textrezeption bei wirtschaftswissenschaftlichen Studierenden in DaF Grossmann, Uta. - Tübingen : Stauffenburg-Verl., 2014 BLLDB UB Frankfurt Linguistik Show details 39 Literatur in Deutsch als Fremdsprache und internationaler Germanistik : Konzepte, Themen, Forschungsperspektiven Skorniakova, Kristina; Classen, Albrecht; Hille, Almut. - Tübingen : Stauffenburg-Verl., 2014 BLLDB UB Frankfurt Linguistik Show details 40 In Other Worlds: Word Play in Children's Fantasy and Children's Language Production Benowitz, Amanda Sarah In: Senior Projects Spring 2014 (2014) Abstract: It is questionable how children learn verbs because different verbs require different grammatical patterns. Innatist theorists believe that children are born with an innate grammar-learning device that equips children with instinctual knowledge of grammatical patterns. This contrasts with Michael Tomasello’s theory that children first learn one verb and its grammatical patterns before applying those grammatical patterns to other verbs that function similarly in a sentence. Since Tomasello’s theory prioritizes word meaning and learning context, I investigated whether the context of learning a novel verb affected the context it was produced in. My experiment was also inspired by my literary analysis of how word play affected the construction of the other worlds in Alice’s Adventures in Wonderland and the Harry Potter series. Following Bock’s (1986) structural priming paradigm, I asked 3rd graders to describe a picture after reading either a fantastical or a mundane passage. The picture depicted a mundane action that was the same in both conditions. None of the participants produced a description that had a fantastical premise or used the target verb. While the participants produced stories that had congruent grammatical properties, the children who read the mundane passage wrote significantly more and were also more likely to include multiple characters in their stories. From these results, I concluded that familiarity of context helped children to include more elements in their stories, even though this familiarity did not aid grammatical complexity. Keyword: children's literature; Cognitive Psychology; Developmental Psychology; fantasy; grammar; Modern Literature; play; Psycholinguistics and Neurolinguistics; Reading and Language; semantics URL: https://digitalcommons.bard.edu/cgi/viewcontent.cgi?article=1233&context=senproj_s2014 https://digitalcommons.bard.edu/senproj_s2014/320 BASE Hide details Page: 1 2 3 4 5 6...23

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