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THE ROLE OF INPUT VARIABILITY AND LEARNER AGE IN SECOND LANGUAGE VOCABULARY LEARNING
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| 2 |
Cortical Speech Processing in Postlingually Deaf Adult Cochlear Implant Users, as Revealed by Functional Near-Infrared Spectroscopy
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Auditory Brainstem Representation of the Voice Pitch Contours in the Resolved and Unresolved Components of Mandarin Tones
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Skewing the evidence: The effect of input structure on child and adult learning of lexically based patterns in an artificial language
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Skewing the evidence: The effect of input structure on child and adult learning of lexically-based patterns in an artificial language
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In: Journal of Memory and Language (2017) (In press). (2017)
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Acquiring variation in an artificial language: children and adults are sensitive to socially conditioned linguistic variation
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Examining the Effects of School Provided E-Readers on Middle School Students' Reading Ability
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In: Faculty Publications (2016)
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Strategic Interaction and Language Acquisition: Theory, Practice, and Research
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Observation of $Z$ production in proton-lead collisions at LHCb
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| 12 |
Observation of $Z$ production in proton-lead collisions at LHCb
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In: Symplectic Elements at Oxford ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; ArXiv (http://arxiv.org/) (2014)
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| 14 |
Online Lexical Competition During Spoken Word Recognition and Word Learning in Children and Adults
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| 15 |
Consolidation of vocabulary is associated with sleep in children.
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| 16 |
Enhanced recognition and recall of new words in 7- and 12-year-olds following a period of offline consolidation.
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Abstract:
Recent studies of adults have found evidence for consolidation effects in the acquisition of novel words, but little is known about whether such effects are found developmentally. In two experiments, we familiarized children with novel nonwords (e.g., biscal) and tested their recognition and recall of these items. In Experiment 1, 7-year-olds were then retested on either the same day or the following day to examine changes in performance after a short delay compared with a longer delay that included sleep. Experiment 2 used two age groups (7- and 12-year-olds), with all participants being retested 24h later. The 12-year-olds accurately recognized the novel nonwords immediately after exposure, as did the 7-year-olds in Experiment 2 (but not in Experiment 1), suggesting generally good initial rates of learning. Experiment 1 revealed improved recognition of the novel nonwords after both short (3- to 4-h) and longer (24-h) delays. In contrast, recall was initially poor but showed improvements only when children were retested 24h later, not after a 3- to 4-h delay. Similar improvements were observed in both age groups despite better overall performance in 12-year-olds. We argue that children, like adults, exhibit offline consolidation effects on the formation of novel phonological representations.
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URL: https://doi.org/10.1016/j.jecp.2011.11.010
http://eprints.whiterose.ac.uk/94678/
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Required Texts: Text distributed via email or WebCT that needs to be printed They Say I Say: The Moves That Matter in Academic Writing, Graff and Birkenstein
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In: http://thekeep.eiu.edu/cgi/viewcontent.cgi?article%3D1002%26context%3Denglish_syllabi_fall2010 (2010)
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