1 |
La situación del trastorno específico del lenguaje en los países hispanohablantes ; The status of Specific Language Impairment in Spanish-speaking countries
|
|
|
|
BASE
|
|
Show details
|
|
2 |
Sociodemographic and Pre-Linguistic Factors in Early Vocabulary Acquisition
|
|
|
|
In: Children (Basel) (2021)
|
|
BASE
|
|
Show details
|
|
3 |
Sociodemographic and Pre-Linguistic Factors in Early Vocabulary Acquisition
|
|
|
|
In: Children, 2021, vol. 8, núm. 3, p. 206 ; Articles publicats (D-PS) (2021)
|
|
BASE
|
|
Show details
|
|
4 |
Sociodemographic and Pre-Linguistic Factors in Early Vocabulary Acquisition
|
|
|
|
In: Children, 2021, vol. 8, núm. 3, p. 206 ; Articles publicats (D-PS) (2021)
|
|
BASE
|
|
Show details
|
|
5 |
Descripción del cambio del TEL al TDL en contexto angloparlante
|
|
|
|
BASE
|
|
Show details
|
|
6 |
Consistency of a Nonword Repetition Task to Discriminate Children with and without Developmental Language Disorder in Catalan–Spanish and European Portuguese Speaking Children
|
|
|
|
In: Children (Basel) (2021)
|
|
BASE
|
|
Show details
|
|
7 |
Consistency of a nonword repetition task to discriminate children with and without developmental language disorder in Catalan-Spanish and European Portuguese speaking children
|
|
|
|
BASE
|
|
Show details
|
|
8 |
Consistency of a Nonword Repetition Task to Discriminate Children with and without Developmental Language Disorder in Catalan-Spanish and European Portuguese Speaking Children
|
|
|
|
BASE
|
|
Show details
|
|
9 |
Statistical word learning in Catalan-Spanish and English-speaking children with and without developmental language disorder
|
|
|
|
BASE
|
|
Show details
|
|
10 |
Consistency of a nonword repetition task to discriminate children with and without developmental language disorder in catalan-spanish and european portuguese speaking children
|
|
|
|
BASE
|
|
Show details
|
|
11 |
Statistical Word-Learning in Catalan-Spanish Children with Specific Language Impairment
|
|
|
|
In: TDX (Tesis Doctorals en Xarxa) (2019)
|
|
BASE
|
|
Show details
|
|
12 |
Statistical Word-Learning in Catalan-Spanish Children with Specific Language Impairment
|
|
|
|
BASE
|
|
Show details
|
|
13 |
Language comprehension in children with Specific Language Impairment: an Eye-Tracking study
|
|
|
|
In: TDX (Tesis Doctorals en Xarxa) (2018)
|
|
BASE
|
|
Show details
|
|
14 |
Language comprehension in children with Specific Language Impairment: an Eye-Tracking study
|
|
|
|
BASE
|
|
Show details
|
|
15 |
Les dificultats en la memòria procedimental en nens amb trastorn específic del llenguatge oral
|
|
|
|
BASE
|
|
Show details
|
|
16 |
Auditory word recognition of verbs: Effects of verb argument structure on referent identification
|
|
|
|
Abstract:
Word recognition includes the activation of a range of syntactic and semantic knowledge that is relevant to language interpretation and reference. Here we explored whether or not the number of arguments a verb takes impinges negatively on verb processing time. In this study, three experiments compared the dynamics of spoken word recognition for verbs with different preferred argument structure. Listeners¿ eye movements were recorded as they searched an array of pictures in response to hearing a verb. Results were similar in all the experiments. The time to identify the referent increased as a function of the number of arguments, above and beyond any effects of label appropriateness (and other controlled variables, such as letter, phoneme and syllable length, phonological neighborhood, oral and written lexical frequencies, imageability and rated age of acquisition). The findings indicate that the number of arguments a verb takes, influences referent identification during spoken word recognition. Representational complexity and amount of information generated by the lexical item that aids target identification are discussed as possible sources of this finding. © 2017 Sanz-Torrent et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
|
|
URL: https://doi.org/10.1371/journal.pone.0188728 http://hdl.handle.net/10609/93085
|
|
BASE
|
|
Hide details
|
|
17 |
Children with SLI can exhibit reduced attention to a talker's mouth
|
|
|
|
BASE
|
|
Show details
|
|
18 |
Do children with SLI use verbs to predict arguments and adjuncts: evidence from eye movements during listening
|
|
|
|
BASE
|
|
Show details
|
|
19 |
Do children with SLI use verbs to predict arguments and adjuncts: evidence from eye movements during listening
|
|
|
|
BASE
|
|
Show details
|
|
20 |
Argument Structure and the Representation of Abstract Semantics
|
|
|
|
BASE
|
|
Show details
|
|
|
|