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The Language Exposure Assessment Tool (DeAnda et al., 2016) ...
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The Language Exposure Assessment Tool (DeAnda et al., 2016) ...
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Relations between phonology, grammar, and the lexicon in bilinguals. ...
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4
Relations between phonological production, grammar and the lexicon in bilingual French-English children
In: Int J Billing (2021)
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Relations between phonological production, grammar and the lexicon in bilingual French-English children
In: ISSN: 1367-0069 ; International journal of bilingualism (2021) P. 136700692110319 (2021)
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French lexical–phonological development (Kehoe et al., 2020) ...
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French lexical–phonological development (Kehoe et al., 2020) ...
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8
Lexical-Semantic Development in Bilingual Toddlers at 18 and 24 Months
In: Front Psychol (2020)
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9
Continuity in language development: Predictions from decontextualized vocabulary and lexical access
Smolak, Erin L. - : eScholarship, University of California, 2019
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10
Do early lexical skills predict language outcome at 3 years? A longitudinal study of French-speaking children
In: Infant Behav Dev (2019)
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11
A Cross-Language Study of Decontextualized Vocabulary Comprehension in Toddlerhood and Kindergarten Readiness
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12
Language Status at Age 3: Group and Individual Prediction from Vocabulary Comprehension in the Second Year
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13
The organization of words and environmental sounds in the 2(nd) year: Behavioral and Electrophysiological evidence
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14
The relation between phonological and lexical development in French-speaking children
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15
Proceedings of the 41th Annual Boston University Conference on Language Development [held November 4-6, 2016, in Boston] 1. 1
In: 1 (2017), S. 199-207
Leibniz-Zentrum Allgemeine Sprachwissenschaft
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16
Lexical-Semantic Development in Monolingual and Bilingual Children
De Anda, Stephanie. - : eScholarship, University of California, 2017
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17
Translation Equivalents Facilitate Lexical Access in Very Young Bilinguals
In: Biling (Camb Engl) (2017)
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18
Assessing a continuum of lexical–semantic knowledge in the second year of life: A multimodal approach
Abstract: Behavioral dissociations in young children’s visual and haptic responses have been taken as evidence that word knowledge is not all-or-none but instead exists on a continuum from absence of knowledge, to partial knowledge, to robust knowledge. This longitudinal study tested a group of 16- to 18-month-olds, 6 months after their initial visit, to replicate results of partial understanding as shown by visual–haptic dissociations and to determine whether partial knowledge of word–referent relations can be leveraged for future word recognition. Results show that, like 16-month-olds, 22-month-olds demonstrate behavioral dissociations exhibited by rapid visual reaction times to a named referent but incorrect haptic responses. Furthermore, results suggest that partial word knowledge at one time predicts the degree to which that word will be understood in the future.
Keyword: Article
URL: http://www.ncbi.nlm.nih.gov/pubmed/28242363
https://doi.org/10.1016/j.jecp.2017.01.003
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5669052/
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19
Lexical Access in the Second Year: a Study of Monolingual and Bilingual Vocabulary Development*
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20
Lexical access in the second year: A cross-linguistic study of monolingual and bilingual vocabulary development
In: DeAnda, Stephanie; Hendrickson, Kristi; Zesiger, Pascal; Poulin-Dubois, Diane; & Friend, Margaret. (2016). Lexical access in the second year: A cross-linguistic study of monolingual and bilingual vocabulary development. UC San Diego: Department of Linguistics, UCSD. Retrieved from: http://www.escholarship.org/uc/item/695597dn (2016)
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