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    • Curran, Maura (6)
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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 – 8 of 8 1 Remote Microphone Systems for Preschool-Age Children who are Hard of Hearing: Access and Utilization Walker, Elizabeth A.; Curran, Maura; Spratford, Meredith. - 2019 BASE Show details 2 Effects of a Complexity-Based Approach on Generalization of Past Tense –ed and Related Morphemes Owen Van Horne, Amanda J.; Curran, Maura; Larson, Caroline. - : American Speech-Language-Hearing Association, 2018 BASE Show details 3 Preschool Children’s Memory for Word Forms Remains Stable Over Several Days, but Gradually Decreases after 6 Months Gordon, Katherine R.; McGregor, Karla K.; Waldier, Brigitte; Curran, Maura K.; Gomez, Rebecca L.; Samuelson, Larissa K.. - 2016 Abstract: Research on word learning has focused on children’s ability to identify a target object when given the word form after a minimal number of exposures to novel word-object pairings. However, relatively little research has focused on children’s ability to retrieve the word form when given the target object. The exceptions involve asking children to recall and produce forms, and children typically perform near floor on these measures. In the current study, 3- to 5-year-old children were administered a novel test of word form that allowed for recognition memory and manual responses. Specifically, when asked to label a previously trained object, children were given three forms to choose from: the target, a minimally different form, and a maximally different form. Children demonstrated memory for word forms at three post-training delays: 10 mins (short-term), 2–3 days (long-term), and 6 months to 1 year (very long-term). However, children performed worse at the very long-term delay than the other time points, and the length of the very long-term delay was negatively related to performance. When in error, children were no more likely to select the minimally different form than the maximally different form at all time points. Overall, these results suggest that children remember word forms that are linked to objects over extended post-training intervals, but that their memory for the forms gradually decreases over time without further exposures. Furthermore, memory traces for word forms do not become less phonologically specific over time; rather children either identify the correct form, or they perform at chance. URL: https://ueaeprints.uea.ac.uk/id/eprint/60577/ https://ueaeprints.uea.ac.uk/id/eprint/60577/4/Published_manuscript.pdf https://doi.org/10.3389/fpsyg.2016.01439 BASE Hide details 4 Preschool Children’s Memory for Word Forms Remains Stable Over Several Days, but Gradually Decreases after 6 Months Gordon, Katherine R.; McGregor, Karla K.; Waldier, Brigitte. - : Frontiers Media S.A., 2016 BASE Show details 5 Laughter and communicative engagement in interaction Kovarsky, Dana; Curran, Maura; Nichols, Nicole Zobel In: Communicative Disorders Faculty Publications (2009) BASE Show details 6 Laughter and communicative engagement in interaction. Kovarsky, Dana; Curran, Maura; Nichols, Nicole Zobel In: Communicative Disorders Faculty Publications (2009) BASE Show details 7 A missing voice in the discourse of evidence-based practice Kovarsky, Dana; Curran, Maura In: Explorations in clinical discourse. - New York, NY [u.a.] : Lippincott Williams & Wilkins (2007), 50-61 BLLDB OLC Linguistik Show details 8 A missing voice in the discourse of evidence-based practice Kovarsky, Dana; Curran, Maura In: Communicative Disorders Faculty Publications (2007) BASE Show details

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