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A Cross-Sectional Comparison of the Effects of Phonotactic Probability and Neighborhood Density on Word Learning by Preschool Children
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Word learning by children with phonological delays: Differentiating effects of phonotactic probability and neighborhood density
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Grammatical treatment and specific language impairment: Neighbourhood density & third person singular –s
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Differentiating the effects of phonotactic probability and neighborhood density on vocabulary comprehension and production: A comparison of preschool children with versus without phonological delays
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The influence of part-word phonotactic probability/neighborhood density on word learning by preschool children varying in expressive vocabulary
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An on-line calculator to compute phonotactic probability and neighborhood density based on child corpora of spoken American English
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Whole-Word versus Part-Word Phonotactic Probability/Neighborhood Density in Word Learning by Children
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Grammatical treatment and specific language impairment: Neighbourhood density & third person singular –s
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Grammatical Treamtment and Specific Language Impairment: Neighborhood Density & Third Person Singular -s
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In: Jill R. Hoover (2013)
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The Interface Between Neighborhood Density & Optional Infinitives: Normal Development and Specific Language Impairment
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In: Jill R. Hoover (2012)
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The Interface between Neighborhood Density & Optional Infinitives: Normal Development and Specific Language Impairment
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The Influence of Part-Word Phonotactic Porbability
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In: Jill R. Hoover (2011)
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The influence of part-word phonotactic probability/neighborhood density on word learning by preschool children varying in expressive vocabulary
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Abstract:
The goal of this study was to examine the influence of part-word phonotactic probability/neighborhood density on word learning by preschool children with normal vocabularies that varied in size. Ninety-eight children (age 2;11 – 6;0) were taught consonant-vowel-consonant (CVC) nonwords orthogonally varying in the probability/density of the CV (i.e., body) and VC (i.e., rhyme). Learning was measured via picture naming. Children with the lowest expressive vocabulary scores showed no effect of either CV or VC probability/density, although floor effects could not be ruled out. In contrast, children with low or high expressive vocabulary scores demonstrated sensitivity to part-word probability/density with the nature of the effect varying by group. Children with the highest expressive vocabulary scores displayed yet a third pattern of part-word probability/density effects. Taken together, word learning by preschool children was influenced by part-word probability/density but the nature of this influence appeared to depend on the size of the lexicon.
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Keyword:
Article
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URL: https://doi.org/10.1017/S0305000910000176 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2953578 http://www.ncbi.nlm.nih.gov/pubmed/20609282
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19 |
A Cross-Sectional Comparison of the Effects of Phonotactic Probability and Neighborhood Density on Word Learning by Preschool Children
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BASE
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Show details
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An on-line calculator to compute phonotactic probability and neighborhood density based on child corpora of spoken American English
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BASE
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Show details
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