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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 Hits 1 – 12 of 12 1 The cost of learning new meanings for familiar words ... Maciejewski, Greg; Rodd, Jennifer; Mon-Williams, Mark. - : PsyArXiv, 2018 BASE Show details 2 Semantic consistency of actions influences young children’s word learning ... Eiteljoerge, Sarah; Adam, Maurits; Elsner, Birgit. - : PsyArXiv, 2018 BASE Show details 3 Incidental learning and long-term retention of new word meanings from stories: The effect of number of exposures ... Hulme, Rachael; Barsky, Daria; Rodd, Jennifer. - : PsyArXiv, 2018 BASE Show details 4 Modeling Second-Language Learning from a Psychological Perspective ... Rich, Alexander; Popp, Pamela; Halpern, David. - : PsyArXiv, 2018 BASE Show details 5 Look before you speak: Children’s integration of visual information into informative referring expressions. ... Davies, Catherine; Kreysa, Helene. - : PsyArXiv, 2018 BASE Show details 6 Young children choose informative referring expressions to describe the agents and patients of transitive events ... Kline, Melissa; Gibson, Edward; Schulz, Laura. - : PsyArXiv, 2018 Abstract: A key component of most models of pragmatics is that speakers consider more than one way of conveying a message, and how informative each version is in context. Theories of pragmatics, and particularly pragmatic development, are hampered by the fact that while we can often observe what a participant does (either as a speaker or a listener), we can rarely observe the choices they consider. Here, we focus on the problem that remains once two alternative utterances are available: selecting the most informative one. By providing 3-6 year old children with a choice between transitive sentences that drop either an uninformative argument (i.e. one that can be directly recovered from the visual context) or an informative one, we can directly test their ability to select between alternate ways of conveying the same message, abstracting away from the many other processes required to produce a multi-word expression. While 3 year olds select between these alternatives at chance (a pattern which, based on control ... Keyword: Cognitive Psychology; Developmental Psychology; First and Second Language Acquisition; FOS Languages and literature; FOS Psychology; Linguistics; Psychology; Semantics and Pragmatics; Social and Behavioral Sciences URL: https://psyarxiv.com/r6mwb/ https://dx.doi.org/10.17605/osf.io/r6mwb BASE Hide details 7 Children’s sensitivity to phonological and semantic cues during noun class learning: evidence for a phonological bias ... Culbertson, Jennifer; Jarvinen, Hanna; Haggarty, Frances. - : PsyArXiv, 2018 BASE Show details 8 Phonological form influences memory for form-meaning mappings in adult second-language learners ... Morrison, Jessica; Hudson Kam, Carla. - : PsyArXiv, 2018 BASE Show details 9 Multiplex model of mental lexicon reveals explosive learning in humans ... Stella, Massimo. - : PsyArXiv, 2018 BASE Show details 10 Do current statistical learning capture stable individual differences in children? An investigation of task reliability across modalities ... Arnon, inbal. - : PsyArXiv, 2018 BASE Show details 11 The development of linguistic prediction: Predictions of sound and meaning in 2-to-5-year-olds. ... Gambi, Chiara; Gorrie, Fiona; Pickering, Martin. - : PsyArXiv, 2018 BASE Show details 12 Statistical learning, implicit learning and first language acquisition: a critical evaluation of age-invariance and the link to language learning outcomes ... Arnon, inbal. - : PsyArXiv, 2018 BASE Show details

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