• Refine your search:
  • 
    Keyword:
    
    • Englisch (72)
    • Education (27)
    • Chinesisch (22)
    • 200399 Language Studies not elsewhere classified (15)
    • FOS Languages and literature (15)
    • Female (15)
    • Humans (15)
    • Adult (13)
    • Male (13)
    • Wissenschaftsgeschichte (20. Jahrhundert) (13)
    •   more
  • 
    Creator / Publisher
  • 
    Year
  • 
    Medium
  • 
    Type:
    
    • Article (720)
    • Book (195)
    • Miscellaneous (30)
    • Journal (3)
    • Series (1)
  • 
    BLLDB-Access:
    • free (949)
    • subject to license (23)

Search in the Catalogues and Directories

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...48 Hits 1 – 20 of 949 1 How do 3-year-olds use relevance inferencing to interpret indirect speech? Abbot-Smith, K.; Schulze, C.; Anagnostopoulou, N.. - : SAGE Publications, 2022 BASE Show details 2 How do 3-year-olds use relevance inferencing to interpret indirect speech? ... Abbot-Smith, Kirsten; Schulze, Cornelia; Anagnostopoulou, Nefeli. - : SAGE Journals, 2022 BASE Show details 3 How do 3-year-olds use relevance inferencing to interpret indirect speech? ... Abbot-Smith, Kirsten; Schulze, Cornelia; Anagnostopoulou, Nefeli. - : SAGE Journals, 2022 BASE Show details 4 sj-pdf-1-fla-10.1177_01427237211043594 – Supplemental material for How do 3-year-olds use relevance inferencing to interpret indirect speech? ... Abbot-Smith, Kirsten; Schulze, Cornelia; Anagnostopoulou, Nefeli. - : SAGE Journals, 2022 BASE Show details 5 sj-pdf-1-fla-10.1177_01427237211043594 – Supplemental material for How do 3-year-olds use relevance inferencing to interpret indirect speech? ... Abbot-Smith, Kirsten; Schulze, Cornelia; Anagnostopoulou, Nefeli. - : SAGE Journals, 2022 BASE Show details 6 Does Core Worth Moderate Reactions to Freedom Restricting Language? (Study 3: Self-Affirmation Dataset) ... Matthews, Mark. - : Open Science Framework, 2022 BASE Show details 7 sj-pdf-2-fla-10.1177_01427237211043594 – Supplemental material for How do 3-year-olds use relevance inferencing to interpret indirect speech? ... Abbot-Smith, Kirsten; Schulze, Cornelia; Anagnostopoulou, Nefeli. - : SAGE Journals, 2022 BASE Show details 8 sj-pdf-2-fla-10.1177_01427237211043594 – Supplemental material for How do 3-year-olds use relevance inferencing to interpret indirect speech? ... Abbot-Smith, Kirsten; Schulze, Cornelia; Anagnostopoulou, Nefeli. - : SAGE Journals, 2022 BASE Show details 9 Learning and recognizing faces across variability in appearance: An examination of children and older adults Matthews, Claire M.. - : Brock University, 2021 Abstract: Recognizing facial identity requires two skills: telling a person apart from similar looking people and recognizing them across changes in their appearance. Until recently, the vast majority of studies relied on tightly controlled images to examine face learning and recognition. Research using ambient images (i.e., images that capture within-person variability in appearance) is necessary to assess the true challenge of face learning and recognition in daily life. Only a few studies have examined face learning and recognition using ambient images in children, and, to the best of my knowledge, no studies have examined them in older adults. My dissertation was designed to address these gaps in the literature. In Study 1, children aged 6 to 11 were tested to examine two mechanisms that underlie face learning in young adults: Ensemble coding and the ability to benefit from exposure to variability in appearance in a perceptual matching task. My results revealed that both mechanisms are adultlike by the age of 6. First, children extracted the average of a set of images of an identity, regardless of whether those images were presented simultaneously or sequentially. Second, although their overall accuracy was lower than that of young adults, children showed comparable benefit from viewing multiple images of a to-be-learned identity in a perceptual face learning task. In Study 2, I examined whether younger children (4- and 5-year-olds) benefit from exposure to multiple images when learning a new face in a perceptual task. Although viewing multiple images made young children more sensitive to identity, it also led them to adopt a less conservative response bias, driven both by an increase in hits and an increase in false alarms. This increase in false alarms was not found for older children and adults in Study 1, suggesting that the ability to benefit from exposure to variability in appearance during face learning is not fully refined before the age of 6. In Study 3, I provided the first examination of face learning and recognition in older adults using a battery of tasks. On three of the five tasks, older adults showed comparable learning and recognition to young adults: 1) Older adults recognized a familiar face without error; 2) they showed ensemble coding of facial identity, regardless of whether the images were presented simultaneously or sequentially and 3) despite making more errors than young adults overall, they showed comparable benefit from viewing multiple images of a newly encountered face in the perceptual learning task. In the remaining two tasks, older adults showed a different pattern than young adults: 1) Older adults made fewer hits and more false alarms than young adults when matching images of wholly unfamiliar faces; and 2) after being exposed to low variability in appearance in a face memory task, older adults became more conservative than did younger adults, despite showing comparable benefits in sensitivity. My results reveal that the same abilities that show prolonged development during childhood are those undergo changes in aging. Collectively, my dissertation provides novel insights about learning and recognizing facial identity during childhood and aging and has important implications for understanding models of face processing. Keyword: Aging; Development; Face Learning; Face Recognition; Within-person variability URL: http://hdl.handle.net/10464/15274 BASE Hide details 10 Conversational contingency and its relationship to other developmental features during first language acquisition Pagmar, David; Abbot-Smith, Kirsten; Matthews, Danielle. - 2021 BASE Show details 11 Does early child language predict internalizing symptoms in adolescence? An investigation in two birth cohorts born 30 years apart Thornton, E.; Patalay, P.; Matthews, D.. - : Wiley, 2021 BASE Show details 12 How do three-year-olds use relevance inferencing to interpret indirect speech? Abbot-Smith, Kirsten; Schulze, Cornelia; Anagnostopoulou, Nefeli. - : SAGE, 2021 BASE Show details 13 Translating research for policy: the importance of equivalence, function, and loyalty Connelly, S.; Vanderhoven, D.; Rutherfoord, R.. - : Springer Nature, 2021 BASE Show details 14 Lexicon of Greek Personal Names 700BC-300BC ... Jonathan Moffett; Robert Parker; Jean-Baptiste Yon. - : Kaggle, 2021 BASE Show details 15 Using Inter-Rater Discourse to Trace the Origins of Disagreement: Towards Collective Reflective Practice in L2 Assessment ... Matthews, Joshua. - : SAGE Journals, 2021 BASE Show details 16 How do 3-year-olds use relevance inferencing to interpret indirect speech? ... Abbot-Smith, Kirsten; Schulze, Cornelia; Anagnostopoulou, Nefeli. - : SAGE Journals, 2021 BASE Show details 17 Using Inter-Rater Discourse to Trace the Origins of Disagreement: Towards Collective Reflective Practice in L2 Assessment ... Matthews, Joshua. - : SAGE Journals, 2021 BASE Show details 18 sj-pdf-1-fla-10.1177_01427237211043594 – Supplemental material for How do 3-year-olds use relevance inferencing to interpret indirect speech? ... Abbot-Smith, Kirsten; Schulze, Cornelia; Anagnostopoulou, Nefeli. - : SAGE Journals, 2021 BASE Show details 19 sj-pdf-3-fla-10.1177_01427237211043594 – Supplemental material for How do 3-year-olds use relevance inferencing to interpret indirect speech? ... Abbot-Smith, Kirsten; Schulze, Cornelia; Anagnostopoulou, Nefeli. - : SAGE Journals, 2021 BASE Show details 20 sj-pdf-1-rel-10.1177_0033688220977373 – Supplemental material for Using Inter-Rater Discourse to Trace the Origins of Disagreement: Towards Collective Reflective Practice in L2 Assessment ... Matthews, Joshua. - : SAGE Journals, 2021 BASE Show details Page: 1 2 3 4 5...48

Mobile view All Catalogues UB Frankfurt Linguistik 58 IDS Mannheim 18 OLC Linguistik 139 UB Frankfurt Retrokatalog 1 DNB Subject Category Language 17 Institut für Empirische Sprachwissenschaft 6 Leibniz-Centre General Linguistics (ZAS) 15 Bibliographies BLLDB 214 BDSL 0 IDS Bibliografie zur deutschen Grammatik 1 IDS Bibliografie zur Gesprächsforschung 11 IDS Konnektoren im Deutschen 0 IDS Präpositionen im Deutschen 0 IDS OBELEX meta 0 MPI-SHH Linguistics Collection 6 MPI for Psycholinguistics 96 Linked Open Data catalogues Annohub 0 Online resources Link directory 0 Journal directory 0 Database directory 0 Dictionary directory 0 Open access documents BASE 441 Linguistik-Repository 0 IDS Publikationsserver 0 Online dissertations 0 Language Description Heritage 0