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The contributions of decoding skill and lexical knowledge to the development of irregular word reading
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The hidden depths of new word knowledge:using graded measures of orthographic and semantic learning to measure vocabulary acquisition
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The Process and Product of Coherence Monitoring in Young Readers:Effects of Reader and Text Characteristics
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Semantic priming and schizotypal personality:reassessing the link between thought disorder and enhanced spreading of semantic activation
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The Process and Product of Coherence Monitoring in Young Readers: Effects of Reader and Text Characteristics
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In: Sci Stud Read (2020)
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Mapping the predictors of single word recognition:a research synthesis
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Mapping the predictors of single word recognition:a research synthesis
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Reading Through the Life Span:Individual Differences in Psycholinguistic Effects
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Effect Sizes for Single Word Recognition Across Adults and Children:A Meta-Analysis
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Evidence for semantic involvement in regular and exception word reading in emergent readers of English
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Co-Selection of Resistance to Antibiotics, Biocides and Heavy Metals, and Its Relevance to Foodborne Pathogens
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Bilingual lexical selection as a dynamic process:evidence from Arabic-French bilinguals
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Gavagai is as Gavagai does:learning nouns and verbs from cross-situational statistics
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Young children’s comprehension of temporal relations in complex sentences:the influence of memory on performance
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Gavagai is as Gavagai does : learning nouns and verbs from cross-situational statistics
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Abstract:
Learning to map words onto their referents is difficult, because there are multiple possibilities for forming these mappings. Cross-situational learning studies have shown that word-object mappings can be learned across multiple situations, as can verbs when presented in a syntactic context. However, these previous studies have presented either nouns or verbs in ambiguous contexts and thus bypass much of the complexity of multiple grammatical categories in speech. We show that noun word learning in adults is robust when objects are moving, and that verbs can also be learned from similar scenes without additional syntactic information. Furthermore, we show that both nouns and verbs can be acquired simultaneously, thus resolving category-level as well as individual word-level ambiguity. However, nouns were learned more quickly than verbs, and we discuss this in light of previous studies investigating the noun advantage in word learning.
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Keyword:
English language; language acquisition; noun; symbol grounding; verb; XXXXXX - Unknown
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URL: https://doi.org/10.1111/cogs.12186 http://handle.uws.edu.au:8081/1959.7/uws:31125
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Acquired dyslexia in Spanish: A review and some observations on a new case of deep dyslexia
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Semantic domain and grammatical class effects in the picture-word interference paradigm
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Reading in Spanish and Italian:effects of age of acquisition in transparent orthographies?
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