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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 3 4 5 6 Hits 61 – 80 of 104 61 Early lexical Development in a Self-Organizing Neural Network ... Li, Ping; Farkas, Igor; Macwhinney, Brian. - : Carnegie Mellon University, 2004 BASE Show details 62 Early lexical Development in a Self-Organizing Neural Network ... Li, Ping; Farkas, Igor; Macwhinney, Brian. - : Carnegie Mellon University, 2004 BASE Show details 63 Phonological Memory and Vocabulary Learning in Children with Focal Lesions ... Prahlad Gupta; Macwhinney, Brian; Feldman, Heidi. - : Carnegie Mellon University, 2002 BASE Show details 64 Phonological Memory and Vocabulary Learning in Children with Focal Lesions ... Prahlad Gupta; Macwhinney, Brian; Feldman, Heidi. - : Carnegie Mellon University, 2002 BASE Show details 65 The Competition Model: the Input, the Context, and the Brain ... Macwhinney, Brian. - : Carnegie Mellon University, 2002 BASE Show details 66 The Competition Model: the Input, the Context, and the Brain ... Macwhinney, Brian. - : Carnegie Mellon University, 2002 BASE Show details 67 The task dependence of staged versus cascaded processing: an empirical and computational study of Stroop interference in speech production. ... Kello, Christopher T.; Plaut, David; Macwhinney, Brian. - : Carnegie Mellon University, 2000 BASE Show details 68 The task dependence of staged versus cascaded processing: an empirical and computational study of Stroop interference in speech production. ... Kello, Christopher T.; Plaut, David; Macwhinney, Brian. - : Carnegie Mellon University, 2000 BASE Show details 69 Developmental Differences in Visual and Auditory Processing of Complex Sentences ... Booth, James R.; Macwhinney, Brian; Harasaki, Yasuaki. - : Carnegie Mellon University, 2000 BASE Show details 70 Developmental Differences in Visual and Auditory Processing of Complex Sentences ... Booth, James R.; Macwhinney, Brian; Harasaki, Yasuaki. - : Carnegie Mellon University, 2000 BASE Show details 71 Phonological Priming in Children's Picture Naming ... Brooks, Patricia J; Macwhinney, Brian. - : Carnegie Mellon University, 2000 BASE Show details 72 Phonological Priming in Children's Picture Naming ... Brooks, Patricia J; Macwhinney, Brian. - : Carnegie Mellon University, 2000 BASE Show details 73 The Acquisition of Case-Marking by Adult Learners of Russian and German. ... Kempe, Vera; Macwhinney, Brian. - : Carnegie Mellon University, 1998 BASE Show details 74 The Acquisition of Case-Marking by Adult Learners of Russian and German. ... Kempe, Vera; Macwhinney, Brian. - : Carnegie Mellon University, 1998 BASE Show details 75 Implicit and Explicit Processes ... Macwhinney, Brian. - : Carnegie Mellon University, 1997 BASE Show details 76 Implicit and Explicit Processes ... Macwhinney, Brian. - : Carnegie Mellon University, 1997 BASE Show details 77 The Crosslinguistic Assessment of Foreign Language Vocabulary Learning ... Kempe, Vera; Macwhinney, Brian. - : Carnegie Mellon University, 1996 BASE Show details 78 The Crosslinguistic Assessment of Foreign Language Vocabulary Learning ... Kempe, Vera; Macwhinney, Brian. - : Carnegie Mellon University, 1996 BASE Show details 79 Language-Specific Prediction in Foreign Language Learning ... Macwhinney, Brian. - : Carnegie Mellon University, 1995 Abstract: Language educators have often suggested that some students may be relatively better at certain types of languages. However, the ways in which target language structures interact with individual differences in language learners has never been seriously investigated. If there are such interactions, we would expect to find certain learning patterns in which our normal expectations for language learning outcomes are reversed. This paper reviews a variety of factors that might lead us to expect such reversals. Psychological and neurological evidence points towards a wide variety of individual differences in language learning mechanisms. Crosslinguistic psy cholinguistic analysis indicates that different target languages offer a wide variety of learning challenges. On the level of orthography, languages with huge inventories of non-Roman characters and symbols offer the greatest challenge. In phonology, all languages require a remapping from L1 struc tures. Lexical learning is most challenging for languages with ... Keyword: 170199 Psychology not elsewhere classified; FOS Psychology URL: https://dx.doi.org/10.1184/r1/6616916 https://kilthub.cmu.edu/articles/Language-Specific_Prediction_in_Foreign_Language_Learning/6616916 BASE Hide details 80 Language-Specific Prediction in Foreign Language Learning ... Macwhinney, Brian. - : Carnegie Mellon University, 1995 BASE Show details Page: 1 2 3 4 5 6

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