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A method to develop vocabulary checklists in new languages and their validity to assess early language development.
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In: Journal of health, population, and nutrition, vol 37, iss 1 (2018)
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Action mechanisms for social cognition: behavioral and neural correlates of developing Theory of Mind.
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In: Developmental science, vol 20, iss 5 (2017)
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The influence of the frequency of functional markers on repetitive imitation of syntactic constructions in children with specific language impairment, from their own language productions
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In: ISSN: 0269-9206 ; EISSN: 1464-5076 ; Clinical Linguistics & Phonetics ; https://halshs.archives-ouvertes.fr/halshs-01009178 ; Clinical Linguistics & Phonetics, Taylor & Francis, 2013, 27 (6-7), pp.508-520. ⟨10.3109/02699206.2013.787546⟩ (2013)
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The relationship between gender, receptive vocabulary, and literacy from school entry through to adulthood.
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In: Int J Speech Lang Pathol , 15 (4) pp. 407-415. (2013) (2013)
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False-belief understanding in 2.5-year-olds: evidence from two novel verbal spontaneous-response tasks.
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In: Developmental science, vol 15, iss 2 (2012)
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Abstract:
Recent research indicates that toddlers and infants succeed at various non-verbal spontaneous-response false-belief tasks; here we asked whether toddlers would also succeed at verbal spontaneous-response false-belief tasks that imposed significant linguistic demands. We tested 2.5-year-olds using two novel tasks: a preferential-looking task in which children listened to a false-belief story while looking at a picture book (with matching and non-matching pictures), and a violation-of-expectation task in which children watched an adult 'Subject' answer (correctly or incorrectly) a standard false-belief question. Positive results were obtained with both tasks, despite their linguistic demands. These results (1) support the distinction between spontaneous- and elicited-response tasks by showing that toddlers succeed at verbal false-belief tasks that do not require them to answer direct questions about agents' false beliefs, (2) reinforce claims of robust continuity in early false-belief understanding as assessed by spontaneous-response tasks, and (3) provide researchers with new experimental tasks for exploring early false-belief understanding in neurotypical and autistic populations.
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Keyword:
Analysis of Variance; Attention; Child; Child Development; Cognitive Sciences; Comprehension; Concept Formation; Developmental & Child Psychology; Female; Humans; Linguistics; Male; Photic Stimulation; Preschool; Psychology; Verbal Behavior
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URL: https://escholarship.org/uc/item/0w27k0kb
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Genetic and environmental influences on analogical and categorical verbal and spatial reasoning in 12-year old twins.
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In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2012)
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Verbal and spatial analogical reasoning in deaf and hearing children: the role of grammar and vocabulary.
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In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2011)
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Supporting early oral language skills for English language learners in inner city preschool provision
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In: British Journal of Educational Psychology , 80 (4) pp. 497-515. (2010) (2010)
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The relationship between knowing a word and reading it aloud in children's word reading development.
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In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2009)
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Does colour preference have a role in colour term acquisition?
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In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; CrossRef (2009)
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The pars triangularis in dyslexia and ADHD: A comprehensive approach.
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In: Publications (2009)
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The relationship between cerebral hemisphere volume and receptive language functioning in dyslexia and attention-deficit hyperactivity disorder (ADHD).
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In: Publications (2009)
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O papel das variáveis extralinguísticas idade e sexo no desenvolvimento da coda silábica The role of the extralinguistic variables age and sex in the development of syllabic coda
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In: Revista da Sociedade Brasileira de Fonoaudiologia, Vol 14, Iss 3, Pp 293-299 (2009) (2009)
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Semantic and phonological fluency in children with Down syndrome: atypical organization of language or less efficient retrieval strategies?
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In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2008)
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Generalist genes and the Internet generation: etiology of learning abilities by web testing at age 10.
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In: Genes Brain Behav , 7 (4) pp. 455-462. (2008) (2008)
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Morphosyntax in children with word finding difficulties.
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In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2008)
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Age of acquisition and word frequency effects in picture naming: a dual-task investigation.
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In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2008)
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Genetic and phenotypic effects of phonological short-term memory and grammatical morphology in specific language impairment.
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In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2008)
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Improving early language and literacy skills: differential effects of an oral language versus a phonology with reading intervention.
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In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2008)
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