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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 – 10 of 10 1 Lexical competition in native and nonnative auditory word recognition Lancaster, Alia. - 2018 BASE Show details 2 ARCHITECTURE, MODELS, AND ALGORITHMS FOR TEXTUAL SIMILARITY He, Hua. - 2018 BASE Show details 3 SES-RELATED DIFFERENCES IN WORD LEARNING: EFFECTS OF COGNITIVE INHIBITION AND WORD LEARNING Hollister, Erin Marie. - 2016 BASE Show details 4 Fast mapping in linguistic context: Processing and complexity effects Arnold, Alison Reese. - 2015 BASE Show details 5 Interactions between language experience and cognitive abilities in word learning and word recognition Morini, Giovanna. - 2014 BASE Show details 6 PRESCHOOLERS' WORD LEARNING DURING SHARED STORYBOOK READING INTERACTIONS AND CLINICAL IMPLICATIONS FOR EARLY INTERVENTION O'Fallon, Maura Kathleen. - 2014 Abstract: Previous research shows that shared storybook reading interactions can function as effective speech and language interventions for young children, helping to improve a variety of skills--including word learning. This study sought to investigate the potential benefits of elaboration of new words during a single storybook reading with preschoolers. Children were read a storybook containing novel words that were either elaborated with a definition, repeated twice, or only said once. Their word learning for these novel words was then evaluated, and compared across levels of elaboration. Results showed that preschoolers could successfully learn new words during a single storybook reading interaction with an adult. Further analyses found that their learning was most robust when words were repeated twice, rather than elaborated or only said once. These results support the use of storybook reading with children during language interventions, and highlight the importance of repeated exposure to novel material. Keyword: Early childhood education; preschoolers; Speech therapy; storybook; word-learning URL: https://doi.org/10.13016/M29C7W http://hdl.handle.net/1903/15808 BASE Hide details 7 Adult Readers' Calibration of Word Learning Parkinson, Meghan. - 2011 BASE Show details 8 Infants' Ability to Learn New Words Across Accent Panza, Sabrina. - 2011 BASE Show details 9 Infant speech perception in noise and vocabulary outcomes Singer, Emily R.. - 2008 BASE Show details 10 Combining Linguistic and Machine Learning Techniques for Word Alignment Improvement Ayan, Necip Fazil. - 2005 BASE Show details

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