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Hits 481 – 500 of 2.725

481	First Language Status and Second Language Writing
	Slocum, Sheryl Stephanie
	In: Theses and Dissertations (2013)
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482	Effect of Language Background on Metalinguistic Awareness and Theory of Mind
	Pearson, Danielle K. - : University of Stirling, 2013
	Abstract: Research has shown that theory of mind tends to develop in typically-developing children at about the age of 4 years. However, language appears to play a great role in this, particularly as deaf children, particularly those born to hearing parents, display extreme delays in theory of mind development, while bilinguals have been found to develop at a somewhat faster rate than monolinguals. Additionally, effects of culture on theory of mind development remain somewhat unclear, as there have been mixed results in past research. Theory of mind has also been correlated with metalinguistic ability and executive functioning skills, leading to multiple hypotheses regarding what drives theory of mind development. The aim of this doctoral thesis was to examine the relationships between theory of mind, metalinguistic awareness, and executive functioning, as well as to evaluate how language and culture play a role in these relationships. Four studies were conducted in an attempt to seek answers to six research questions surrounding this aim. Study1 evaluated theory of mind, metalinguistic awareness, and executive functioning among hearing nursery children in Central Scotland. Study 2 was aimed at evaluating these same skills among deaf children in the U.S. and U.K., as well as developing a scaling of theory of mind abilities among deaf children. Study 3 assessed these skills among deaf Ghanaian children, as well as evaluating theory of mind abilities among a group of hearing Ghanaian children. Finally, Study 4 compared monolingual and bilingual children on theory of mind, metalinguistic awareness, and executive functioning. Results show that there is a strong link between theory of mind and metalinguistic awareness among hearing children that is not explained by executive functioning skills. This relationship was not apparent among deaf children, who struggle more with theory of mind than metalinguistic awareness. The deaf children in Ghana were delayed compared to their Western peers; hearing Ghanaian children were delayed compared to their Western peers as well, but only slightly. Bilingual children and monolingual children performed similarly on false belief and set-shifting tasks; however, monolingual children outperformed bilinguals on metalinguistic awareness and inhibition tasks, possibly due to low verbal mental age among the monolinguals. Results of the four studies suggest that language does play a part in the relationship between theory of mind and metalinguistic awareness. Due to limited data, cultural effects remain unclear. It is proposed that deaf children’s struggle with theory of mind stems from their difficulty with abstract concepts.
	Keyword: Children; Deafness; Executive functioning; Language awareness; Metalinguistic awareness; Sign language; Theory of mind
	URL: http://dspace.stir.ac.uk/bitstream/1893/20994/1/DPearson%20PhD%20Thesis%20Final.pdf http://hdl.handle.net/1893/20994
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483	Toward Linguistically Inclusive Teaching: a curriculum for teacher education and a case study of secondary teachers' learning
	Curtis, Emily K.J.. - 2013
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484	Comunicação e linguagem na creche e no jardim de infância : alguns desafios
	Coelho, Ana Rafaela da Costa. - 2013
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485	Effects of a Classroom-Based Pre-Literacy Intervention for Preschoolers with Communication Disorders
	Currier, Alyssa Rose
	In: Open Access Dissertations (2013)
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486	Metalinguistic Awareness and the Accuracy of Postgraduate TEFL Students’ Writing: Teacher’s Focus vs. Learners’ Focus
	Zohreh Seifoori
	In: Journal of Applied Linguistics, Vol 6, Iss 13, Pp 146-166 (2013) (2013)
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487	Apprendre une langue : les enjeux du « jeu intérieur »
	Brewer, Stephen-Scott
	In: Langages, N 192, 4, 2013-12-01, pp.119-130 (2013)
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488	Research on Fostering Intercultural Communication Competence of Foreign Language Learners
	HAN, Yueqin
	In: Cross-Cultural Communication; Vol 9, No 1 (2013): Cross-Cultural Communication; 5-12 ; 1923-6700 ; 1712-8358 (2013)
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489	Early Dynamic Assessment of Morphological Awareness and Early Literacy Achievement: A Feasibility Study
	Pike, Katherine
	In: All Graduate Plan B and other Reports (2013)
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490	Exploring an invisible medium: Teacher Language Awareness among preservice K 12 educators of English Language Learners ; Doctor of Philosophy
	Lindahl, Kristen Marie. - : University of Utah, 2013
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491	CRITICAL THINKING SKILLS FOR LANGUAGE STUDENTS
	Patrisius Istiarto Djiwandono
	In: TEFLIN Journal, Vol 24, Iss 1, Pp 32-47 (2013) (2013)
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492	CRITICAL THINKING SKILLS FOR LANGUAGE STUDENTS
	Patrisius Istiarto Djiwandono
	In: TEFLIN Journal, Vol 24, Iss 1, Pp 32-47 (2013) (2013)
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493	Research methods in child language : a practical guide
	Hoff, Erika. - Malden, Mass. [u.a.] : Wiley-Blackwell, 2012
	Leibniz-Zentrum Allgemeine Sprachwissenschaft
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494	The mental corpus : how language is represented in the mind
	Taylor, John R.. - Oxford [u.a.] : Oxford Univ. Press, 2012
	Leibniz-Zentrum Allgemeine Sprachwissenschaft
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495	The mental corpus : how language is represented in the mind
	Taylor, John R.. - Oxford : Oxford University Press, 2012
	MPI für Psycholinguistik
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496	Beyond contrastive analysis and codeswitching: student documentary filmmaking as a challenge to linguicism in Hawai'i
	Sakoda, Kent; Higgins, Christina; Nettell, Richard W....
	In: Linguistics and education. - Amsterdam [u.a.] : Elsevier 23 (2012) 1, 49-61
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497	Understanding the abstract role of speech in communication at 12 months
	Vouloumanos, Athena; Onishi, Kristine H.; Martin, Alia
	In: Cognition. - Amsterdam [u.a] : Elsevier 123 (2012) 1, 50-60
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498	Perception mirrors production in 14- and 18-month-olds: the case of coda consonants
	Levelt, Clara
	In: Cognition. - Amsterdam [u.a] : Elsevier 123 (2012) 1, 174-179
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499	Emerging bilingualism: dissociating advantages for metalinguistic awareness and executive control
	Barac, Raluca; Bialystok, Ellen
	In: Cognition. - Amsterdam [u.a] : Elsevier 122 (2012) 1, 67-73
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500	Linguistic and metalinguistic outcomes of intense immersion education: how bilingual?
	Moreno, Sylvain; Hermanto, Nicola; Bialystok, Ellen
	In: International journal of bilingual education and bilingualism. - Abingdon : Routledge, Taylor & Francis Group 15 (2012) 2, 131-145
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