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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 Hits 1 – 6 of 6 1 Adults' acquisition of novel dimension words : creating a semantic congruity effect Ryalls, Brigette Oliver; Smith, Linda B. In: The journal of general psychology. - Philadelphia, Pa. : Taylor & Francis 127 (2000) 3, 279-326 BLLDB Show details 2 Dimensional adjectives : factors affecting children's ability to compare objects using novel words Ryalls, Brigette Oliver In: Journal of experimental child psychology. - Amsterdam : Elsevier 76 (2000) 1, 26-49 BLLDB Show details 3 A semantic congruity effect in children's acquisition of high and low Ryalls, Brigette Oliver; Winslow, Emily; Smith, Linda B. In: Journal of memory and language. - Amsterdam [u.a.] : Elsevier 39 (1998) 4, 543-557 BLLDB Show details 4 A Semantic Congruity Effect in Children's Acquisition of High and Low Ryalls, Brigette Oliver; Winslow, Emily; Smith, Linda B. In: Journal of memory and language. - Amsterdam [u.a.] : Elsevier 39 (1998) 4, 543-557 OLC Linguistik Show details 5 The effect of talker variability on word recognition in preschool children Ryalls, Brigette Oliver; Pisoni, David B. In: Developmental psychology. - Richmond, Va. [u.a.] : American Psychological Association 33 (1997) 3, 441-452 BLLDB Show details 6 The Effect of Talker Variability on Word Recognition in Preschool Children Ryalls, Brigette Oliver; Pisoni, David B.. - 1997 Abstract: In a series of experiments, the authors investigated the effects of talker variability on children’s word recognition. In Experiment 1, when stimuli were presented in the clear, 3- and 5-year-olds were less accurate at identifying words spoken by multiple talkers than those spoken by a single talker when the multiple-talker list was presented first. In Experiment 2, when words were presented in noise, 3-, 4-, and 5-year-olds again performed worse in the multiple-talker condition than in the single-talker condition, this time regardless of order; processing multiple talkers became easier with age. Experiment 3 showed that both children and adults were slower to repeat words from multiple-talker than those from single-talker lists. More important, children (but not adults) matched acoustic properties of the stimuli (specifically, duration). These results provide important new information about the development of talker normalization in speech perception and spoken word recognition. Keyword: Article URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3499964 http://www.ncbi.nlm.nih.gov/pubmed/9149923 BASE Hide details

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