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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 7 8 Hits 81 – 100 of 142 81 CATALISE simplified flowchart ... Bishop, Dorothy V M. - : figshare, 2020 BASE Show details 82 CATALISE simplified flowchart ... Bishop, Dorothy V M. - : figshare, 2020 BASE Show details 83 Feedback Improves Outcomes: Yes, But How Exactly? ... Brown, Gavin. - : The University of Auckland, 2019 BASE Show details 84 Feedback Improves Outcomes: Yes, But How Exactly? ... Brown, Gavin. - : The University of Auckland, 2019 BASE Show details 85 How interest shapes early vocabularies ... Ackermann, Lena. - : figshare, 2019 BASE Show details 86 How interest shapes early vocabularies ... Ackermann, Lena. - : figshare, 2019 BASE Show details 87 Data for: Experience with Morphosyntactic Paradigms Allows Toddlers to Tacitly Anticipate Overregularized Verb Forms Months Before They Produce Them ... Figueroa, Megan. - : Mendeley, 2019 BASE Show details 88 Data for: Experience with Morphosyntactic Paradigms Allows Toddlers to Tacitly Anticipate Overregularized Verb Forms Months Before They Produce Them ... Figueroa, Megan. - : Mendeley, 2019 BASE Show details 89 Word learning from a touchscreen app: 30-month-olds perform better in a passive context ... Ackermann, Lena. - : figshare, 2019 BASE Show details 90 Word learning from a touchscreen app: 30-month-olds perform better in a passive context ... Ackermann, Lena. - : figshare, 2019 BASE Show details 91 Individual differences in the early lexicon: The child is a source of variability ... Ackermann, Lena; Nivedita Mani; Hepach, Robert. - : figshare, 2019 BASE Show details 92 Individual differences in the early lexicon: The child is a source of variability ... Ackermann, Lena; Nivedita Mani; Hepach, Robert. - : figshare, 2019 BASE Show details 93 Response times (in milliseconds) of the four-year-olds, the-five-year-olds, the eight-year-olds, and the adults for the four different sentence types after, before, because, and if. ... Ruiter, Laura E. De. - : figshare, 2019 BASE Show details 94 Response times (in milliseconds) of the four-year-olds, the-five-year-olds, the eight-year-olds, and the adults for the four different sentence types after, before, because, and if. ... Ruiter, Laura E. De. - : figshare, 2019 BASE Show details 95 Children’s Attention to Emotional Prosody: Pragmatic Adjustment in Response to Speaker Conventionality ... Thacker, Justine Marie. - : Arts, 2018 BASE Show details 96 Semantic consistency of actions influences young children’s word learning ... Eiteljoerge, Sarah; Adam, Maurits; Elsner, Birgit. - : PsyArXiv, 2018 BASE Show details 97 Look before you speak: Children’s integration of visual information into informative referring expressions. ... Davies, Catherine; Kreysa, Helene. - : PsyArXiv, 2018 BASE Show details 98 Young children choose informative referring expressions to describe the agents and patients of transitive events ... Kline, Melissa; Gibson, Edward; Schulz, Laura. - : PsyArXiv, 2018 Abstract: A key component of most models of pragmatics is that speakers consider more than one way of conveying a message, and how informative each version is in context. Theories of pragmatics, and particularly pragmatic development, are hampered by the fact that while we can often observe what a participant does (either as a speaker or a listener), we can rarely observe the choices they consider. Here, we focus on the problem that remains once two alternative utterances are available: selecting the most informative one. By providing 3-6 year old children with a choice between transitive sentences that drop either an uninformative argument (i.e. one that can be directly recovered from the visual context) or an informative one, we can directly test their ability to select between alternate ways of conveying the same message, abstracting away from the many other processes required to produce a multi-word expression. While 3 year olds select between these alternatives at chance (a pattern which, based on control ... Keyword: Cognitive Psychology; Developmental Psychology; First and Second Language Acquisition; FOS Languages and literature; FOS Psychology; Linguistics; Psychology; Semantics and Pragmatics; Social and Behavioral Sciences URL: https://psyarxiv.com/r6mwb/ https://dx.doi.org/10.17605/osf.io/r6mwb BASE Hide details 99 Do children privilege phonological cues in noun class learning? ... Culbertson, Jennifer; Smith, Kenny; Jarvinen, Hanna. - : PsyArXiv, 2018 BASE Show details 100 Children’s sensitivity to phonological and semantic cues during noun class learning: evidence for a phonological bias ... Culbertson, Jennifer; Jarvinen, Hanna; Haggarty, Frances. - : PsyArXiv, 2018 BASE Show details Page: 1 2 3 4 5 6 7 8

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