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    • Storkel, Holly L. (10)
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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 On-line learning from input versus off-line memory evolution in adult word learning: Effects of neighborhood density and phonologically-related practice Storkel, Holly L.; Bontempo, Daniel E.; Pak, Natalie S.. - : American Speech-Language-Hearing Association, 2017 BASE Show details 2 Interactive Book Reading to Accelerate Word Learning by Kindergarten Children With Specific Language Impairment: Identifying an Adequate Intensity and Variation in Treatment Response Storkel, Holly L.; Voelmle, Krista A.; Fierro, Veronica. - : American Speech-Language-Hearing Association, 2017 BASE Show details 3 A Cross-Sectional Comparison of the Effects of Phonotactic Probability and Neighborhood Density on Word Learning by Preschool Children Hoover, Jill R.; Storkel, Holly L.; Hogan, Tiffany P.. - : Elsevier, 2016 BASE Show details 4 Differentiating the effects of phonotactic probability and neighborhood density on vocabulary comprehension and production: A comparison of preschool children with versus without phonological delays Storkel, Holly L.; Maekawa, Junko; Hoover, Jill R.. - : American Speech-Language-Hearing Association, 2016 BASE Show details 5 Learning from Input and Memory Evolution: Points of Vulnerability on a Pathway to Mastery in Word Learning Storkel, Holly L.. - : Informa Healthcare, 2016 Abstract: This is the author's accepted manuscript. The original publication is available at http://www.tandfonline.com/toc/iasl20/current ; Word learning consists of at least two neurocognitive processes: learning from input during training and memory evolution during gaps between training sessions. Fine-grained analysis of word learning by normal adults provides evidence that learning from input is swift and stable, whereas memory evolution is a point of potential vulnerability on the pathway to mastery. Moreover, success during learning from input is linked to positive outcomes from memory evolution. These two neurocognitive processes can be overlaid on to components of clinical treatment with within-session variables (i.e., dose form and dose) potentially linked to learning from input and between-session variables (i.e., dose frequency) linked to memory evolution. Collecting data at the beginning and end of a treatment session can be used to identify the point of vulnerability in word learning for a given client and the appropriate treatment component can then be adjusted to improve the client’s word learning. Two clinical cases are provided to illustrate this approach. Keyword: Clinical treatment; Input; Memory evolution; Vocabulary; Word learning URL: http://hdl.handle.net/1808/19916 BASE Hide details 6 The effect of semantic set size on word learning by preschool children Storkel, Holly L.; Adlof, Suzanne Marie. - : American Speech-Language-Hearing Association, 2016 BASE Show details 7 Online Learning From Input Versus Offline Memory Evolution in Adult Word Learning: Effects of Neighborhood Density and Phonologically Related Practice Storkel, Holly L.; Bontempo, Daniel E.; Pak, Natalie S.. - : American Speech-Language-Hearing Association, 2016 BASE Show details 8 A Cross-Sectional Comparison of the Effects of Phonotactic Probability and Neighborhood Density on Word Learning by Preschool Children Hoover, Jill R.; Storkel, Holly L.; Hogan, Tiffany In: Special Education and Communication Disorders Faculty Publications (2010) BASE Show details 9 A Cross-Sectional Comparison of the Effects of Phonotactic Probability and Neighborhood Density on Word Learning by Preschool Children Hoover, Jill R.; Storkel, Holly L.; Hogan, Tiffany In: Jill R. Hoover (2010) BASE Show details 10 The Effect of Semantic Set Size on Word Learning by Preschool Children Storkel, Holly L.; Adlof, Suzanne M. In: Faculty Publications (2009) BASE Show details

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