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Language is more abstract than you think, or, why aren’t languages more iconic? ...
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Partial Truths: Adults choose to mention agents and patients in proportion to informativity, even if it doesn’t fully disambiguate the message (Kline, Schulz & Gibson) ...
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Linguistic Information in Auditory Dynamic Events is Processed at Fine, not Coarse Event Boundaries ...
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The Influence of Direct and Indirect Speech on Mental Representations ...
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PENGARUH DAYA TARIK WISATA, KESELAMATAN, DAN SARANA WISATA TERHADAP KEPUASAN SERTA DAMPAKNYA TERHADAP LOYALITAS WISATAWAN : Studi Community Based Tourism di Gunung Api Purba Nglanggeran ...
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“COOLABILITIES” - ENHANCED ABILITIES IN DISABLING CONDITIONS ...
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Evaluating the effectiveness of a shared reading intervention: A randomised controlled trial. ...
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Differentiating scalar implicature from exclusion inferences in language acquisition ...
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Linking Memory Activation and Word Adoption in Social Language Use via Rational Analysis ...
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From "Communication Mode" to "Language Access Profile" in Research with DHH Children ...
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The Colombian Signed Peace Agreement: A Text Mining Analysis of its Comprehension Difficulty ...
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Cognitive conflict in Science: Demonstrations in what scientists talk about and study. ...
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Representing composed meanings through temporal binding ...
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The Language of New Terrorism: Differences in Psychological Dimensions of Communication in Dabiq and Inspire ...
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Linking language and events: Spatiotemporal cues drive children's expectations about the meanings of novel transitive verbs ...
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Abstract:
How do children map linguistic representations onto the conceptual structures that they encode? In the present studies, we provided 3-4 year old children with minimal-pair scene contrasts in order to determine the effect of particular event properties on novel verb learning. Specifically, we tested whether spatiotemporal cues to causation also inform children’s interpretation of transitive verbs either with or without the causal/inchoative alternation (She broke the lamp/the lamp broke). In Experiment 1, we examined spatiotemporal continuity. Children saw scenes with puppets that approached a toy in a distinctive manner, and toys that lit up or played a sound. In the causal events, the puppet contacted the object, and activation was immediate. In the noncausal events, the puppet stopped short before reaching the object, and the effect occurred after a short pause (apparently spontaneously). Children expected novel verbs used in the inchoative transitive/intransitive alternation to refer to spatiotemporally ...
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Keyword:
Cognitive Psychology; Developmental Psychology; FOS Languages and literature; FOS Psychology; Linguistics; Psychology; Semantics and Pragmatics; Social and Behavioral Sciences
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URL: https://doi.org/10.31234/osf.io/w53gd https://dx.doi.org/10.17605/osf.io/w53gd
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Examining Working Memory during Sentence Construction with an ACT-R Model of Grammatical Encoding ...
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I must although I can't!? Suggestions for a two-level theory of ‘ought implies can’ ...
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