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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 Page: 1 2 Hits 1 – 20 of 40 1 Finding modal force Dieuleveut, Anouk. - 2021 BASE Show details 2 How Grammars Grow: Argument Structure and the Acquisition of Non-Basic Syntax Perkins, Laurel. - 2019 BASE Show details 3 An Affiliative Model of Early Lexical Learning Tripp, Alayo. - 2019 BASE Show details 4 Pathways to Proficiency: Examining the Coherence of Initial Second Language Acquisition Patterns within the Language Difficulty Categorization Framework Masters, Megan. - 2018 BASE Show details 5 SECOND LANGUAGE LEXICAL REPRESENTATION AND PROCESSING OF MANDARIN CHINESE TONES Pelzl, Eric. - 2018 BASE Show details 6 The role of input in discovering presuppositions triggers: Figuring out what everybody already knew Dudley, Rachel Elaine. - 2017 BASE Show details 7 TEMPORAL DISTRIBUTION OF PRACTICE AND INDIVIDUAL DIFFERENCES IN THE ACQUISITION AND RETENTION OF L2 MANDARIN TONAL WORD PRODUCTION Li, Man. - 2017 BASE Show details 8 The acquisition of adjunct control: grammar and processing Gerard, Juliana. - 2016 BASE Show details 9 EXPLICIT WRITTEN CORRECTIVE FEEDBACK AND LANGUAGE APTITUDE IN SLA: IMPLICATIONS FOR IMPROVEMENT OF LINGUISTIC ACCURACY Benson, Susan Dianne. - 2016 BASE Show details 10 Content-based instruction in the context of Chinese immersion: An exploration of corrective feedback Yao, Qin. - 2016 BASE Show details 11 THE ROLE OF RULES, EXAMPLES AND INDIVIDUAL DIFFERENCES IN THE ACQUISITION OF DECLARATIVE AND PROCEDURAL SECOND LANGUAGE KNOWLEDGE Kachinske, Ilina. - 2016 BASE Show details 12 Early Phonological Predictors of Toddler Language Outcomes Gerhold, Kayla. - 2015 BASE Show details 13 Comparing Second Language Learners' Sensitivity to Arabic Derivational and Inflectional Morphology at the Lexical and Sentence Levels Freynik, Suzanne Marie. - 2015 BASE Show details 14 USING NEW MEASURES OF IMPLICIT L2 KNOWLEDGE TO STUDY THE INTERFACE OF EXPLICIT AND IMPLICIT KNOWLEDGE Suzuki, Yuichi. - 2015 BASE Show details 15 Computational modeling of the role of discourse information in language production and language acquisition Orita, Naho. - 2015 BASE Show details 16 Verb Learning Under Guidance He, Xiaoxue Angela. - 2015 BASE Show details 17 Comparative psychosyntax Chacón, Dustin Alfonso. - 2015 BASE Show details 18 Syntactic Bootstrapping in the Acquisition of Attitude Verbs Harrigan, Kaitlyn. - 2015 Abstract: Attitude verbs (e.g., think, want, hope) report mental states. Learning the meanings of attitude verbs may be difficult for language learners for several reasons; including the abstractness of the concepts that they refer to, and the linguistic properties. In this dissertation, we investigate the learning process for these words, by looking at an asymmetry that has been observed in the acquisition trajectory: want, which refers to desires, has been claimed to be acquired before think, which refers to beliefs. We explore this asymmetry in attitude verb acquisition in two ways: by comparing interpretation of think and want, controlling for several methodological differences in the way they have previously been tested; and by investigating children’s sensitivity to syntactic distribution in interpreting and learning attitude verbs. We start with an observation that previous tasks comparing interpretation of think and want often tested these verbs under different experimental conditions. Tests of think required processing additional demands; including a conflict with reality, and a conflict with the child’s own mental state. In experiments 1-3, we test interpretation of want adding these additional task demands; and find that children are still adult-like in interpreting want sooner than they have reliably shown to be adult-like in interpreting think. In Experiment 4, we directly compare think and want in the same experimental context. We still find adult-like behavior with want and not think. These studies demonstrate that the observed asymmetry between think and want reflects a real acquisition asymmetry, and is not due to experimental artifacts. After establishing in experiments 1-4 that the asymmetry between think and want reflects real acquisition facts, we explore children’s learning mechanism for attitude verbs in experiments 5 and 6. We test children’s sensitivity to syntactic distribution in hypothesizing an unknown attitude verb’s syntax. In experiment 5, we find that children use syntactic complement to interpret sentences with a potentially unknown attitude verb. In experiment 6, we show that they integrate syntactic information into their semantic representation for this new verb; and continue to hypothesize a meaning based on syntactic frame in future experiences with the same verb. Keyword: Attitude Verbs; Language Acquisition; Linguistics; Semantics; Syntactic Bootstrapping; Theory of Mind URL: http://hdl.handle.net/1903/17094 https://doi.org/10.13016/M2206J BASE Hide details 19 The Influences of Aptitude, Learning Context, and Language Difficulty Categorization on Foreign Language Proficiency Wagener, Thomas Robert. - 2015 BASE Show details 20 Bayesian Model of Categorical Effects in L1 and L2 Speech Processing Kronrod, Yakov. - 2014 BASE Show details Page: 1 2

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