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43rd Annual Meeting of the Cognitive Science Society 2021 (84)
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Hits 2.161 – 2.176 of 2.176
2161
Adaptive Non-negative Matrix Factorization in a Computational Model of Language Acquisition
Joris Driesen
;
Louis Ten Bosch
;
Hugo Van Hamme
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2162
DESCRIPTORS Attachment Behavior: *Child Caregivers: *Competence:
In: http://files.eric.ed.gov/fulltext/ED206394.pdf
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2163
The determinants of response to phonological awareness training
Johnson-Davis, Charlotte
. - : Florida State University Libraries
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2164
Exposure to reading and motivation to read as mediators of the relationship between socioeconomic status and reading comprehension skills in adolescents: A multi-national investigation.
Vagi, Kevin J.
;
Florida Atlantic University.
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2165
A model for reading comprehension
Salazar Melendez, Clara Enriqueta.
;
Florida State University
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2166
The development of adaptive symbolic problem-solving in children between the ages of two-and-a-half and three years
McMullen, Mary Benson.
;
Florida State University
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2167
Predictors of Reading Comprehension: A Model-Based Meta-analytic Review
Taylor, Jeanette E. (committee member)
;
College of Arts and Sciences (degree granting college)
;
Florida State University (degree granting institution)
. - : Florida State University
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2168
The determinants of response to phonological awareness training
Johnson-Davis, Charlotte
. - : Florida State University Libraries
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2169
Assessing the Importance of Metalinguistic Skills to the Word Reading and Reading Comprehension Abilities of Adult Basic Education Students
Tighe, Elizabeth L. (authoraut)
;
Schatschneider, Christopher (professor directing dissertation)
;
Kim, Young-Suk, 1970- (university representative)
. - : Florida State University
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2170
The determinants of response to phonological awareness training
Johnson-Davis, Charlotte.
;
Florida State University
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2171
A longitudinal study of phonological and orthographic knowledge and processing abilities: Their causal roles in reading acquisition
Stage, Scott Andrew.
;
Florida State University
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2172
Psychometric characteristics of a phonological processing battery
Laughon, Pamela.
;
Florida State University
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2173
INVESTIGATING THE RELATIONSHIP BETWEEN CREATIVITY AND COMMUNICATIVE COMPETENCE STRATEGIES AMONG BILINGUAL AND BIDIALECTAL ADOLESCENTS (TESOL)
HEATH, INEZ AVALOS.
;
Florida State University
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2174
Language Minority Children’s Sensitivity to the Semantic Relations Between Words
Goodrich, John Marc (authoraut)
;
Lonigan, Christopher J. (professor directing dissertation)
;
Wood, Carla (university representative)
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Borovsky, Arielle A. (Arielle Ann) (committee member)
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Kaschak, Michael P. (committee member)
;
Wagner, Richard K. (committee member)
;
Florida State University (degree granting institution)
;
College of Arts and Sciences (degree granting college)
;
Department of Psychology (degree granting department)
. - : Florida State University
Abstract:
The purpose of this study was to evaluate whether Spanish-speaking language minority children develop conceptual knowledge (Cummins, 1981) that is common to their two languages alongside development of proficiency in their first (L1) and second (L2) languages. Seventy-three first and second grade children completed two semantic priming tasks (i.e., a lexical decision task and a preferential looking paradigm) that were designed to examine children's sensitivity to the semantic relations between words within and across languages. It was hypothesized that within- and cross-language semantic priming effects would occur but that translation priming effects would not occur. Overall, results did not support hypotheses, as consistent semantic priming effects were not observed across the two tasks. However, limited evidence for semantic priming effects within English and from English to Spanish did emerge on the preferential looking paradigm. Substantial evidence for translation priming effects from Spanish-to-English was observed on the preferential looking paradigm. Children's Spanish vocabulary knowledge moderated translation priming effects on the lexical decision task. Although this pattern of results was not consistent with hypotheses, it was similar to the pattern of relations between bilingual individuals' L1 and L2 proposed by the revised hierarchical model (Kroll and Stewart, 1994). The results of this study indicated that Spanish-speaking language minority children rely on translation from their non-dominant to their dominant language to access meaning. Additionally, results provided limited evidence that information in the dominant and non-dominant language is activated simultaneously, indicating that children have conceptual knowledge that is common to both their L1 and L2. ; A Dissertation submitted to the Department of Psychology in partial fulfillment of the requirements for the degree of Doctor of Philosophy. ; Fall Semester 2015. ; September 1, 2015. ; language minority, semantic priming ; Includes bibliographical references. ; Christopher J. Lonigan, Professor Directing Dissertation; Carla Wood, University Representative; Arielle Borovsky, Committee Member; Michael Kaschak, Committee Member; Rick Wagner, Committee Member.
Keyword:
Developmental psychology
URL:
http://diginole.lib.fsu.edu/islandora/object/fsu%3A291364/datastream/TN/view/Language%20Minority%20Children%E2%80%99s%20Sensitivity%20to%20the%20Semantic%20Relations%20Between%20Words.jpg
http://purl.flvc.org/fsu/fd/FSU_2015fall_Goodrich_fsu_0071E_12830
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2175
The Systems Approach in Developmental Psychology: Fundamental Concepts and Principles ; Visão Sistêmica na Psicologia do Desenvolvimento: Conceitos e Princípios Fundamentais
Tinajero Vacas, Carolina
;
Páramo Fernández, María Fernanda
. - : Universidade de Brasília
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2176
Effects of Traditional Versus Montessori Schooling on 4‐ to 15‐Year Old children's Performance Monitoring
Denervaud, Solange
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Knebel, Jean-François
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Immordino-Yang, Mary Helen
...
In: Mind, Brain, and Education
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