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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 Hits 1 – 10 of 10 1 Lexical stress constrains English-learning infants' segmentation in a non-native language. Mateu, Victoria E; Sundara, Megha. - : eScholarship, University of California, 2018 BASE Show details 2 Statistical Learning in a Bilingual Environment ... Tsui, Sin Mei. - : Université d'Ottawa / University of Ottawa, 2018 BASE Show details 3 Statistical Learning in a Bilingual Environment Tsui, Sin Mei. - : Université d'Ottawa / University of Ottawa, 2018 BASE Show details 4 Is Maternal Touch Used Referentially? Abu-Zhaya, Rana In: Open Access Theses (2014) BASE Show details 5 Infants generalize representations of statistically segmented words. Graf Estes, Katharine. - : eScholarship, University of California, 2012 BASE Show details 6 Segmentation of vowel-initial words is facilitated by function words Kim, Yun Jung. - : eScholarship, University of California, 2012 In: Kim, Yun Jung. (2012). Segmentation of vowel-initial words is facilitated by function words. UCLA: Linguistics 0510. Retrieved from: http://www.escholarship.org/uc/item/7v8573tk (2012) BASE Show details 7 Segmentation of vowel-initial words is facilitated by function words Kim, Yun Jung. - : eScholarship, University of California, 2012 BASE Show details 8 Segmentation of vowel-initial words is facilitated by function words Kim, Yun Jung. - : eScholarship, University of California, 2012 BASE Show details 9 Nonword repetition and young children's receptive vocabulary: A longitudinal study Bowey, Judith A.. - : Cambridge University Press, 2001 Abstract: A longitudinal study investigated the claim that phonological memory contributes to vocabulary acquisition in young children. In the first phase, children were given tests of receptive vocabulary, receptive grammar, nonword repetition, phonological sensitivity (or awareness), and performance IQ. In the second phase, children were given the nonword repetition and receptive vocabulary tests. In Session 1, both nonword repetition and phonological sensitivity accounted for variation in receptive vocabulary and grammar after performance IQ effects were controlled. When phonological sensitivity was also controlled, nonword repetition did not account for significant additional variation in receptive vocabulary and grammar, When performance IQ and autoregression effects were controlled, all Session I verbal ability measures predicted Session 2 vocabulary, but only Session 1 vocabulary predicted Session 2 nonword repetition. When phonological sensitivity was also controlled. Session 1 nonword repetition (leniently scored) predicted Session 2 vocabulary. Overall, these findings show qualified support for the claim that the capacity component of nonword repetition contributes directly to vocabulary in young children. They suggest that the association between nonword repetition and vocabulary in young children may, to a substantial extent, reflect a latent phonological processing ability that is also manifest in phonological sensitivity. Keyword: 380102 Learning; 380200 Linguistics; Acquisition; Applied Linguistics; Awareness; C1; Cognition and Language; Deficits; Developmental Dyslexia; Experimental; Linguistics; Memory; Phonological Working-memory; Processing Abilities; Psychology; Reading-ability; Segmentation Ability; Short-term-memory; Spoken-word Recognition URL: https://espace.library.uq.edu.au/view/UQ:59599 BASE Hide details 10 Pinch my wig or winch my pig: Spelling, spoonerisms and other language skills Allyn, FA; Burt, JS. - : SPRINGER, 1998 BASE Show details

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