1 |
The Language Exposure Assessment Tool (DeAnda et al., 2016) ...
|
|
|
|
BASE
|
|
Show details
|
|
2 |
The Language Exposure Assessment Tool (DeAnda et al., 2016) ...
|
|
|
|
BASE
|
|
Show details
|
|
3 |
Relations between phonology, grammar, and the lexicon in bilinguals. ...
|
|
|
|
BASE
|
|
Show details
|
|
4 |
Relations between phonological production, grammar and the lexicon in bilingual French-English children
|
|
|
|
In: Int J Billing (2021)
|
|
BASE
|
|
Show details
|
|
5 |
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)
|
|
BASE
|
|
Show details
|
|
6 |
French lexical–phonological development (Kehoe et al., 2020) ...
|
|
|
|
BASE
|
|
Show details
|
|
7 |
French lexical–phonological development (Kehoe et al., 2020) ...
|
|
|
|
BASE
|
|
Show details
|
|
8 |
Lexical-Semantic Development in Bilingual Toddlers at 18 and 24 Months
|
|
|
|
In: Front Psychol (2020)
|
|
BASE
|
|
Show details
|
|
9 |
Continuity in language development: Predictions from decontextualized vocabulary and lexical access
|
|
|
|
BASE
|
|
Show details
|
|
10 |
Do early lexical skills predict language outcome at 3 years? A longitudinal study of French-speaking children
|
|
|
|
In: Infant Behav Dev (2019)
|
|
BASE
|
|
Show details
|
|
11 |
A Cross-Language Study of Decontextualized Vocabulary Comprehension in Toddlerhood and Kindergarten Readiness
|
|
|
|
BASE
|
|
Show details
|
|
12 |
Language Status at Age 3: Group and Individual Prediction from Vocabulary Comprehension in the Second Year
|
|
|
|
BASE
|
|
Show details
|
|
13 |
The organization of words and environmental sounds in the 2(nd) year: Behavioral and Electrophysiological evidence
|
|
|
|
Abstract:
The majority of research examining early auditory-semantic processing and organization is based on studies of meaningful relations between words and referents. However, a thorough investigation into the fundamental relation between acoustic signals and meaning requires an understanding of how meaning is associated with both lexical and non-lexical sounds. Indeed, it is unknown how meaningful auditory information that is not lexical (e.g., environmental sounds) is processed and organized in the young brain. To capture the structure of semantic organization for words and environmental sounds, we record event-related potentials (ERPs) as 20-month-olds view images of common nouns (e.g., dog) while hearing words or environmental sounds that match the picture (e.g., “dog” or barking), that are within-category violations (e.g., “cat” or meowing), or that are between-category violations (e.g., “pen” or scribbling). Results show both words and environmental sounds exhibit larger negative amplitudes to between-category violations relative to matches. Unlike words, which show a greater negative response early and consistently to within-category violations, such an effect for environmental sounds occurs late in semantic processing. Thus, as in adults, the young brain represents semantic relations between words and between environmental sounds, though it more readily differentiates semantically similar words compared to environmental sounds.
|
|
Keyword:
Article
|
|
URL: http://www.ncbi.nlm.nih.gov/pubmed/30159958 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6294716/ https://doi.org/10.1111/desc.12746
|
|
BASE
|
|
Hide details
|
|
14 |
The relation between phonological and lexical development in French-speaking children
|
|
|
|
BASE
|
|
Show details
|
|
16 |
Lexical-Semantic Development in Monolingual and Bilingual Children
|
|
|
|
BASE
|
|
Show details
|
|
17 |
Translation Equivalents Facilitate Lexical Access in Very Young Bilinguals
|
|
|
|
In: Biling (Camb Engl) (2017)
|
|
BASE
|
|
Show details
|
|
18 |
Assessing a continuum of lexical–semantic knowledge in the second year of life: A multimodal approach
|
|
|
|
BASE
|
|
Show details
|
|
19 |
Lexical Access in the Second Year: a Study of Monolingual and Bilingual Vocabulary Development*
|
|
|
|
BASE
|
|
Show details
|
|
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)
|
|
BASE
|
|
Show details
|
|
|
|