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Can distributional semantics explain performance on the false belief task? ...
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F0 and syllable lengthening as correlates to stress in Spanish segmentation ...
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Interference in processing of Czech intraclausal garden-path structures - yes/no questions ...
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Exploring the Neural Correlates of Language Processing in the Psychedelic State ...
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The effect of memory load on regularisation of linguistic variation ...
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Semantic relatedness decisions about non-arbitrary words ...
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Strategic deployment of morpho-syntactic gender in Serbo-Croatian ...
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Message recovery after violation of predictable linguistic signal: an investigation into alternatives through mind rhyme ...
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Does determiner surprisal mediate correlation between explicit and implicit referential beliefs? ...
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Does Speaking Improve Comprehension and Processing of Turkish as a Foreign Language? A Virtual Computer-Assisted Language Learning Study ...
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Ready. Speak. Action. Action word production difficulties in Parkinson's disease ...
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Homophone acquisition across semantic categories based on limited exposure ...
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Abstract:
Our experiment tests whether category-crossing is enough to induce differences in word-learning behavior based on a very small number of exposures. It is motivated by findings in homophone acquisition, showing that children struggle to learn to use a second meaning for a known label unless it crosses a semantic category (e.g., animate vs. inanimate: learning “dog” as a label for a tool is easier than for another animal) or grammatical category (e.g., noun vs. verb: learning “dog” as a novel verb is easier than learning it as a noun). However, these experiments used “massed” approaches which do not provide insight into the exposure-by-exposure change in knowledge through the process of learning such words. Here, we examine exposure-by-exposure homophone learning. While children might retain all possible referents across exposures, there is growing evidence that they are not capable of storing and tracking such cumulative information. Instead, one recent model (and its variants) argue that children store a ...
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Keyword:
Developmental Psychology; First and Second Language Acquisition; FOS Languages and literature; FOS Psychology; Linguistics; Psycholinguistics and Neurolinguistics; Psychology; Social and Behavioral Sciences
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URL: https://dx.doi.org/10.17605/osf.io/sk3wp https://osf.io/sk3wp/
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