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Social Functioning as a Mediator between Developmental Language Disorder (DLD) and Emotional Problems in Adolescents ...
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Social Functioning as a Mediator between Developmental Language Disorder (DLD) and Emotional Problems in Adolescents. ...
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Social Functioning as a Mediator between Developmental Language Disorder (DLD) and Emotional Problems in Adolescents.
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Social Functioning as a Mediator between Developmental Language Disorder (DLD) and Emotional Problems in Adolescents
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A Cross-Lagged Analysis of Emotion Regulation, Peer Problems, and Emotional Problems in Children With and Without Early Language Difficulties: Evidence From the Millennium Cohort Study. ...
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A Cross-Lagged Analysis of Emotion Regulation, Peer Problems, and Emotional Problems in Children With and Without Early Language Difficulties: Evidence From the Millennium Cohort Study.
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Early Risk Factors and Emotional Difficulties in Children at Risk of Developmental Language Disorder: A Population Cohort Study. ...
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Early Risk Factors and Emotional Difficulties in Children at Risk of Developmental Language Disorder: A Population Cohort Study.
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Relationships between concurrent language ability and mental health outcomes in a South African sample of 13-year-olds
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Learning grammatical categories from distributional cues: Flexible frames for language acquisition
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Learning grammatical categories from distributional cues:Flexible frames for language acquisition
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Relationships Between Language Structure and Language Learning: The Suffixing Preference and Grammatical Categorization
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Relationships between language structure and language learning:The suffixing preference and grammatical categorization
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Abstract:
It is a reasonable assumption that universal properties of natural languages are not accidental. They occur either because they are underwritten by genetic code, because they assist in language processing or language learning, or due to some combination of the two. In this paper we investigate one such language universal: the suffixing preference across the world's languages, whereby inflections tend to be added to the end of words. A corpus analysis of child-directed speech in English found that suffixes were more accurate at cuing the grammatical category of the root word than were prefixes. An artificial language experiment found that there was a learning advantage for suffixes over prefixes in terms of grammatical categorization within an artificial language. The results are consistent with an account of language universals that originate in general purpose learning mechanisms.
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URL: https://doi.org/10.1111/j.1551-6709.2009.01065.x http://opus.bath.ac.uk/40120/
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