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Chines-English bilinguals’ language regulation elucidated by cross-language positive and negative priming
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Bilingual lexical modulation using positive and negative priming within and across languages
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Cross-language positive and negative priming effects reverse when priming manipulations proceed from L2 to L1, compared with L1 to L2.
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Predicting expressive language outcomes at three years from pragmatic skills at two years of age
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A faster way to measure child-directed speech: Development and validation of a new clinical tool
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Bilingual Cross-Language Priming Reveals Common Inhibitory Modulation Effects in Selective Attention and Memory
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Tri-modal Speech: Audio-visual-tactile Integration in Speech Perception
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| 11 |
Positive and negative priming between languages in two bilingual groups
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Visual-tactile integration in speech perception : evidence for modality neutral speech primitives.
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| 13 |
Lexical knowledge and speech recognition in adverse listening conditions
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| 14 |
Language-Independent Ensemble Approaches to Metaphor Identification
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| 15 |
Second language proficiency effects on cross-language positive and negative priming in Twi-English bilinguals
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| 16 |
Speech-language pathology student participation in verbal reflective practice groups: perceptions of development, value and group condition differences.
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Abstract:
In summary, there is widespread support for the use of group discussion in reflective practice (Caty et al., 2015). The interaction with peers allows for the exchange and comparison of beliefs and behaviours, perspectives and opinions, and creates a new sense of personal awareness for those involved. While past studies have begun to examine the impact of SLP student reflective practice abilities through assessment (Hill et al., 2012, Cook, Tillard, Wyles, Gerhard, Ormond, & McAuliffe, 2017)) and group discussions (Baxter & Gray, 2001) further investigation into SLP student perceptions of reflective practice and the change of perception over time is warranted. Therefore, this study asked: 1. How do SLP students perceive reflective practice as a learning tool? 2. Do SLP students completing verbal reflective practice groups perceive development in their reflective practice skills over time? 3. Do SLP students in the experimental condition (structured activities) perceive they are developing greater reflective practice skills over time compared to students in the standard practice condition?
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Keyword:
Communication and Culture not elsewhere classified; Communication and Culture::2099 - Other Language; Communication and Culture::209999 - Language; Field of Research::17 - Psychology and Cognitive Sciences::1702 - Cognitive Science::170204 - Linguistic Processes (incl. Speech Production and Comprehension); Field of Research::20 - Language
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URL: http://hdl.handle.net/10092/16437
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| 17 |
Measurement of child-directed speech: Bridging the gap between research and practice
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| 19 |
Working Memory, What do SLTs need to know? ; Working Memory Workshop
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| 20 |
Speech and Language Therapy Services for children in the Maldives: Preschool Principals' Perspectives
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