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Rivers and mountains : a historical, applied anthropological and linguistical study of the Zaza people of Turkey including an introduction to applied cultural anthropology
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BLLDB
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Institut für Empirische Sprachwissenschaft
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UB Frankfurt Linguistik
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Namengebrauch als immaterielles Kulturerbe der UNESCO : ein Beitrag zur subjektiven Wahrnehmung von Namenräumen und die Konzeptualisierung von Namenfeldern aus Sicht des onomastischen Laien
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BDSL
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BLLDB
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UB Frankfurt Linguistik
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Sprachpflege und Sprachkritik als gesellschaftliche Aufgaben. - Akten des XIII. Internationalen Germanistenkongresses Shanghai 2015 : Germanistik zwischen Tradition und Innovation ; Band 5 : Sprachpflege und Sprachkritik als gesellschaftliche Aufgaben. -
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Szurawitzki, Michael (Herausgeber); Li, Yuan (Mitwirkender); Ohm, Udo (Mitwirkender). - Darin enthalten: Wie kann man in der heutigen Zeit der Globalisierung die deutsche Sprache in der Welt (optimal) fördern? Inter- und Transkulturalität bei internationalen Kooperationen im Hochschulbereich: Schwerpunkt Deutsch als Fremdsprache Lernplattformen zum virtuellen Lernen - was bringen sie für Lernen und Lehren und welche Chancen und Möglichkeiten für die internationale Germanistik Bedeutung und Vermittlung des Deutschen für die Fach- und Berufskommunikation weltweit. - Wien : Peter Lang Edition, 2017
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BLLDB
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UB Frankfurt Linguistik
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The Erasure of Culture through Education: Richard Henry Pratt's Pedagogy and the Figure of the 'Displaced Indian' in American Indian Literature
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In: Senior Projects Spring 2017 (2017)
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BASE
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Data-driven classification of patients with primary progressive aphasia.
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BASE
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Auditory Deprivation Does Not Impair Executive Function, But Language Deprivation Might: Evidence From a Parent-Report Measure in Deaf Native Signing Children.
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In: Journal of deaf studies and deaf education, vol 22, iss 1 (2017)
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BASE
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Finding meaning in a noisy world: exploring the effects of referential ambiguity and competition on 2·5-year-olds' cross-situational word learning.
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In: Journal of child language, vol 44, iss 3 (2017)
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Abstract:
While recent studies suggest children can use cross-situational information to learn words, these studies involved minimal referential ambiguity, and the cross-situational evidence overwhelmingly favored a single referent for each word. Here we asked whether 2·5-year-olds could identify a noun's referent when the scene and cross-situational evidence were more ambiguous. Children saw four trials in which a novel word occurred with four novel objects; only one object consistently co-occurred with the word across trials. The frequency of distracter objects varied across conditions. When all distracter referents occurred only once (no-competition), children successfully identified the noun's referent. When a high-probability competitor referent occurred on three trials, children identified the target referent if the competitor was absent on the third trial (short-competition) but not if it was present until the fourth trial (long-competition). This suggests that although 2·5-year-olds' cross-situational learning scales up to more ambiguous scenes, it is disrupted by high-probability competitor referents.
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Keyword:
Adolescent; Adult; Child; Communication and Culture; Female; Humans; Language; Language Development; Learning; Male; Medical and Health Sciences; Preschool; Probability; Psychology and Cognitive Sciences; Speech-Language Pathology & Audiology; Vocabulary; Young Adult
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URL: https://escholarship.org/uc/item/8pj6m0gb
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BASE
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Beyond typical learning: Variation in language experience as a lens to the developing mind
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In: APPLIED PSYCHOLINGUISTICS, vol 38, iss 6 (2017)
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