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Code and Data for: MINERVA-DE: An Instance Model of the Deficient Processing Theory ...
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Code and Data for: MINERVA-DE: An Instance Model of the Deficient Processing Theory ...
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Data for: Successfully Learning Non-Adjacent Dependencies in a Continuous Artificial Language Stream ...
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Data for: Successfully Learning Non-Adjacent Dependencies in a Continuous Artificial Language Stream ...
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Semantic consistency of actions influences young children’s word learning ...
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Incidental learning and long-term retention of new word meanings from stories: The effect of number of exposures ...
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Modeling Second-Language Learning from a Psychological Perspective ...
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Look before you speak: Children’s integration of visual information into informative referring expressions. ...
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Young children choose informative referring expressions to describe the agents and patients of transitive events ...
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Children’s sensitivity to phonological and semantic cues during noun class learning: evidence for a phonological bias ...
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Phonological form influences memory for form-meaning mappings in adult second-language learners ...
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Abstract:
This study asks whether phonological form affects adult second language learners’ ability to learn the meanings of novel words. Specifically, we ask whether hard-to-pronounce words, defined as having phones/phone combinations not present in the learner’s native language, are more difficult to learn meanings for, and further, if learnability differences are due to interference from production problems or more general representational difficulties. We exposed participants to easy- and hard-to pronounce novel word-novel object pairings and tested their memory for the pairings. Participants who had either repeated words aloud, performed subvocal repetition, or heard another learner’s attempts to repeat the words during exposure performed worse on hard-to-pronounce words when tested immediately after exposure. When tested the following day, all participants, regardless of exposure condition, showed the effect. In a follow-up experiment, participants who engaged in an articulatory suppression task during learning ...
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Keyword:
Cognitive Psychology; First and Second Language Acquisition; FOS Languages and literature; FOS Psychology; Linguistics; Psychology; Social and Behavioral Sciences
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URL: https://dx.doi.org/10.17605/osf.io/sp3cx https://doi.org/10.31234/osf.io/sp3cx
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Multiplex model of mental lexicon reveals explosive learning in humans ...
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Do current statistical learning capture stable individual differences in children? An investigation of task reliability across modalities ...
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The development of linguistic prediction: Predictions of sound and meaning in 2-to-5-year-olds. ...
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Statistical learning, implicit learning and first language acquisition: a critical evaluation of age-invariance and the link to language learning outcomes ...
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Evaluating the effectiveness of a shared reading intervention: A randomised controlled trial. ...
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From "Communication Mode" to "Language Access Profile" in Research with DHH Children ...
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Do two and three year old children use an incremental first-NP-as-agent bias to process active transitive and passive sentences?: A permutation analysis. ...
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