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Quantifying Sources of Variability in Infancy Research Using the Infant-Directed-Speech Preference
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Quantifying Sources of Variability in Infancy Research Using the Infant-Directed-Speech Preference
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In: ISSN: 2515-2459 ; EISSN: 2515-2467 ; Advances in Methods and Practices in Psychological Science ; https://hal-univ-rennes1.archives-ouvertes.fr/hal-02509817 ; Advances in Methods and Practices in Psychological Science, [Thousand Oaks]: [SAGE Publications], 2020, 3 (1), pp.24-52. ⟨10.1177/2515245919900809⟩ (2020)
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Quantifying Sources of Variability in Infancy Research Using the Infant-Directed-Speech Preference
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In: ADVANCES IN METHODS AND PRACTICES IN PSYCHOLOGICAL SCIENCE, vol 3, iss 1 (2020)
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Perceptual similarity effect in people with Down syndrome
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In: Int J Dev Disabil (2020)
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| 6 |
Quantifying Sources of Variability in Infancy Research Using the Infant-Directed-Speech Preference
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In: Advances in Methods and Practices in Psychological Science ; 3 (2020), 1. - S. 24-52. - Sage Publishing. - ISSN 2515-2459. - eISSN 2515-2467 (2020)
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| 7 |
Quantifying sources of variability in infancy research using the infant-directed-speech preference
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The Impact of Household Size on Lexical Typicality: An Early Link Between Language and Social Cognition?
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Lexical Phonological Networks in Children with Down Syndrome: An Initial Syllable Similarity Priming Task with an Eye-Tracking Method
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In: Proceedings of the Annual Meetings on Phonology; Proceedings of the 2017 Annual Meeting on Phonology ; 2377-3324 (2018)
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Minimal second language exposure, SES, and early word comprehension: New evidence from a direct assessment
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In: ISSN: 1366-7289 ; Bilingualism, Vol. 19, No 01 (2016) pp. 162-180 (2016)
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| 11 |
Minimal second language exposure, SES, and early word comprehension: New evidence from a direct assessment*
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| 12 |
Importance of language and number of objects in plural distinction during infancy ; La Influencia del Número de Objetos y las Claves Verbales en la Distinción Temprana del Plural
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In: Anales de Psicología / Annals of Psychology; Vol. 32 No. 3 (2016); 863-870 ; Anales de Psicología / Annals of Psychology; Vol. 32 Núm. 3 (2016); 863-870 ; 1695-2294 ; 0212-9728 (2016)
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Abstract:
The linguistic distinction of plurals in early developmental stages is dependent on the verbal cues provided and on the number of members in a set. More than two objects in a set facilitate plural production. Also, multiple verbal cues help understand plurals in contrast to single verbal cues such as the noun morphology alone. It remains unknown whether in a comprehension task a set with only 2 objects is associated to a plural frame, and whether the verbal cues provided play a fundamental role on the aforesaid association. Two preferential looking experiments were carried out with 24-month-old toddlers. Their ability to associate multiple plural verbal cues (E1) and morphology noun alone to a set of 2 objects (E2) was evaluated. Toddlers associated a set of 2 objects to verbal frames containing multiple cues of plurality, but not to the noun morphology alone. These findings show that, as in production, there is a certain difficulty in linguistically distinguishing a set with few objects as a representation of plural during early childhood. Nonetheless, this difficulty is diminished when multiple verbal cues are provided. This demonstrates toddlers’ ability to retrieve information from enriched syntactical frames. ; El lenguaje permite explorar el mundo y expresar lo que se conoce de él. En el caso del número gramatical, poder asociar claves verbales de singular o plural con uno o más objetos permite a los niños tanto inferir significado como discriminar, anticipar y rastrear referentes. La comprensión temprana del plural está supeditada a las claves verbales proporcionadas; mientras que la producción, al número de ejemplares de un conjunto. No obstante, se desconoce la interrelación que guardan ambos factores en la comprensión temprana del plural en una lengua morfológicamente rica como el español. Así, el objetivo del presente trabajo es explorar si el número de claves verbales influye en la habilidad de niños de 24 meses de edad, aprendices del español, para distinguir el plural compuesto por un conjunto pequeño de objetos (2 versus 1). Se realizaron dos experimentos utilizando el Paradigma Intermodal de Atención Preferencial. Se evaluó si los niños asociaban claves verbales múltiples (E1) y claves en la terminación del sustantivo (E2) indicativas de plural a un conjunto de dos objetos. Los niños asociaron las claves múltiples de pluralidad, pero no la terminación del sustantivo, al conjunto de dos objetos. Los resultados sugieren cierto nivel de dificultad en la comprensión temprana del plural cuando un conjunto está integrado por dos objetos; no obstante, se confirma la capacidad de los niños para extraer información de marcos sintácticos enriquecidos.
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Keyword:
adquisición del lenguaje; desarrollo; development; español; language acquisition; morfología del plural; plural morphology; toddlers
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URL: https://doi.org/10.6018/analesps.32.3.225521
https://revistas.um.es/analesps/article/view/analesps.32.3.225521
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Priming and Lexical Interference in Infancy
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In: Styles, Suzy J.; Arias-Trejo, Natalia; & Plunkett, Kim. (2008). Priming and Lexical Interference in Infancy. Proceedings of the Cognitive Science Society, 30(30). Retrieved from: http://www.escholarship.org/uc/item/6b11c5hr (2008)
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