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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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Abstract:
Numerous distributional cues in the child's environment may potentially assist in language learning, but what cues are useful to the child and when are these cues utilised? We propose that the most useful source of distributional cue is a flexible frame surrounding the word, where the language learner integrates information from the preceding and the succeeding word for grammatical categorisation. In corpus analyses of child-directed speech together with computational models of category acquisition, we show that these flexible frames are computationally advantageous for language learning, as they benefit from the coverage of bigram information across a large proportion of the language environment as well as exploiting the enhanced accuracy of trigram information. Flexible frames are also consistent with the developmental trajectory of children's sensitivity to different sources of distributional information, and they are therefore a useful and usable information source for supporting the acquisition of grammatical categories.
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URL: https://doi.org/10.1016/j.cognition.2010.05.012 http://opus.bath.ac.uk/40118/
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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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