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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 33 1 Leibniz Dream: Children's comprehension of conjunctive expressions in Georgian. ... Bill, Cory. - : Open Science Framework, 2022 BASE Show details 2 Encoding Interference in Cleft Constructions ... Cunnings, Ian. - : Open Science Framework, 2022 BASE Show details 3 SemPhonD ... Campbell, Erin. - : Open Science Framework, 2022 BASE Show details 4 Viewing angle in novice L2 lexical learning in British Sign Language (BSL) ... Watkins, Freya. - : Open Science Framework, 2022 BASE Show details 5 Prior Knowledge and Phonotactic Learning: Button-Pressing Task ... Mirea, Nicole. - : Open Science Framework, 2022 BASE Show details 6 Where’s the Bingleduff? Influences of Speaker Accent on Memory in Children ... St. Pierre, Thomas. - : Open Science Framework, 2022 BASE Show details 7 Encoding inferential evidence for events in language: Evidence from Turkish speaking children ... Ünal, Ercenur. - : Open Science Framework, 2022 BASE Show details 8 Does high talker variability improve the learning of non-native phoneme contrasts? A replication ... Brekelmans, Gwen. - : Open Science Framework, 2022 BASE Show details 9 Learning vocabulary and syntax with and without redundancy ... Monaghan, Padraic. - : Open Science Framework, 2022 BASE Show details 10 eeaHSP ... Knowlton, Tyler. - : Open Science Framework, 2021 BASE Show details 11 Does non-linguistic segmentation still predict literacy in an L2 education? Statistical learning in Ivorian primary schools ... Zinszer, Benjamin. - : Open Science Framework, 2021 BASE Show details 12 Children's Expressive and Receptive Knowledge of the English Regular Plural (Agreement, in-lab version) ... Meylan, Stephan. - : Open Science Framework, 2021 BASE Show details 13 Recruitment of Prior Knowledge during Sleep-Based Consolidation of Phonotactic Patterns for Speech Production ... Mirea, Nicole. - : Open Science Framework, 2021 BASE Show details 14 Social isolation and vocabulary development: insights from families with varying SES (Polish) ... Łuniewska, Magdalena. - : Open Science Framework, 2021 BASE Show details 15 The role of orthography and phonology during L1 vs. L2 typewritten production ... Muylle, Merel. - : Open Science Framework, 2021 BASE Show details 16 WLET (Manipulating Initial Attention -- Simplified Contrast) ... Caplan, Spencer. - : Open Science Framework, 2021 BASE Show details 17 Auditory distraction while reading in different languages ... Ríos López, Paula. - : Open Science Framework, 2021 BASE Show details 18 Developmental Language Disorder & Motion Expression ... Emerson, Samantha. - : Open Science Framework, 2021 BASE Show details 19 WLET (Manipulating Initial Attention) ... Caplan, Spencer. - : Open Science Framework, 2021 BASE Show details 20 The cost of learning new meanings for familiar words ... Maciejewski, Greg; Rodd, Jennifer; Mon-Williams, Mark; Klepousniotou, Ekaterini. - : PsyArXiv, 2018 Abstract: Research has shown that adults are highly skilled at learning new words and meanings. Here, we examined whether learning new meanings for familiar words affects the processing of their existing meanings. In Experiments 1 and 2, adult participants learnt new, fictitious meanings for previously unambiguous words (e.g., “sip” denoting a small amount of computer data) through four 30-minute training sessions completed over four consecutive days. We tested participants’ comprehension of existing meanings before and after training using a semantic relatedness decision task in which the probe word was related to the existing but not the new meaning of the trained word (e.g., “sip-juice”). Following the training, responses were slower to the trained, but not to the untrained, words, indicating competition between newly-acquired and well-established meanings. Furthermore, consistent with studies of semantic ambiguity, the effect was smaller for meanings that were semantically related to existing meanings than for the ... Keyword: Cognitive Psychology; First and Second Language Acquisition; FOS Languages and literature; FOS Psychology; Linguistics; Psychology; Semantics and Pragmatics; Social and Behavioral Sciences URL: https://dx.doi.org/10.17605/osf.io/7ydkw https://psyarxiv.com/7ydkw/ BASE Hide details Page: 1 2

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