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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 Hits 1 – 8 of 8 1 Differences in word learning in children: bilingualism or linguistic experience? Borragan, Maria; De Bruin, Angela Maria Theresia; Havas, Viktoria. - 2021 BASE Show details 2 Differences in word learning in children: bilingualism or linguistic experience? Borragan, Maria; de Bruin, Angela; Havas, Viktoria. - : Cambridge University Press, 2020 BASE Show details 3 Semantic and phonological schema influence spoken word learning and overnight consolidation. ... Havas, Viktória; Taylor, Jsh; Vaquero, Lucía. - : Apollo - University of Cambridge Repository, 2018 BASE Show details 4 Semantic and phonological schema influence spoken word learning and overnight consolidation Havas, Viktoria; Taylor, J S H; de Diego-Balaguer, Ruth. - 2018 BASE Show details 5 Semantic and phonological schema influence spoken word learning and overnight consolidation. Taylor, Jsh; de Diego-Balaguer, Ruth; Rodríguez-Fornells, Antoni. - : SAGE Publicaions, 2018. : Quarterly Journal of Experimental Psychology, 2018 BASE Show details 6 Semantic and phonological schema influence spoken word learning and overnight consolidation Havas, Viktória; Taylor, J S H; Vaquero, Lucía. - 2018 BASE Show details 7 Semantic and phonological schema influence spoken word learning and overnight consolidation Havas, Viktória; Taylor, J. S. H.; Vaquero Zamora, Lucía; Diego Balaguer, Ruth de; Rodríguez Fornells, Antoni; Davis, Matthew H.. - : Taylor and Francis, 2018 Abstract: We studied the initial acquisition and overnight consolidation of new spoken words that resemble words in the native language (L1) or in an unfamiliar, non-native language (L2). Spanish-speaking participants learned the spoken forms of novel words in their native language (Spanish) or in a different language (Hungarian), which were paired with pictures of familiar or unfamiliar objects, or no picture. We thereby assessed, in a factorial way, the impact of existing knowledge (schema) on word learning by manipulating both semantic (familiar vs. unfamiliar objects) and phonological (L1- vs. L2-like novel words) familiarity. Participants were trained and tested with a 12-hour intervening period that included overnight sleep or daytime awake. Our results showed; i) benefits of sleep to recognition memory that were greater for words with L2-like phonology; ii) that learned associations with familiar but not unfamiliar pictures enhanced recognition memory for novel words. Implications for complementary systems accounts of word learning are discussed. Keyword: Adquisició del llenguatge; Aprenentatge; Language acquisition; Learning; Sleep; Son URL: http://hdl.handle.net/2445/135637 BASE Hide details 8 Brain potentials for derivational morphology: an ERP study of deadjectival nominalizations in Spanish Havas, Viktória; Clahsen, Harald; Rodríguez Fornells, Antoni In: Brain & language. - Orlando, Fla. [u.a.] : Elsevier 120 (2012) 3, 332-344 BLLDB OLC Linguistik Show details

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