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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1...105 106 107 108 109 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 BASE Show details 2162 DESCRIPTORS Attachment Behavior: *Child Caregivers: *Competence: In: http://files.eric.ed.gov/fulltext/ED206394.pdf BASE Show details 2163 The determinants of response to phonological awareness training Johnson-Davis, Charlotte. - : Florida State University Libraries BASE Show details 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. BASE Show details 2165 A model for reading comprehension Salazar Melendez, Clara Enriqueta.; Florida State University BASE Show details 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 BASE Show details 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 BASE Show details 2168 The determinants of response to phonological awareness training Johnson-Davis, Charlotte. - : Florida State University Libraries BASE Show details 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 BASE Show details 2170 The determinants of response to phonological awareness training Johnson-Davis, Charlotte.; Florida State University BASE Show details 2171 A longitudinal study of phonological and orthographic knowledge and processing abilities: Their causal roles in reading acquisition Stage, Scott Andrew.; Florida State University BASE Show details 2172 Psychometric characteristics of a phonological processing battery Laughon, Pamela.; Florida State University BASE Show details 2173 INVESTIGATING THE RELATIONSHIP BETWEEN CREATIVITY AND COMMUNICATIVE COMPETENCE STRATEGIES AMONG BILINGUAL AND BIDIALECTAL ADOLESCENTS (TESOL) HEATH, INEZ AVALOS.; Florida State University BASE Show details 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); Borovsky, Arielle A. (Arielle Ann) (committee member); 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 BASE Hide details 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 BASE Show details 2176 Effects of Traditional Versus Montessori Schooling on 4‐ to 15‐Year Old children's Performance Monitoring Denervaud, Solange; Knebel, Jean-François; Immordino-Yang, Mary Helen... In: Mind, Brain, and Education BASE Show details Page: 1...105 106 107 108 109

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