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Hits 401 – 420 of 2.725

401	The LAMP Language and Communication Screen Used to Support Teachers to Identify Speech, Language, and Communication Difficulties in Four Primary Schools in Varied Social Contexts
	Nash, Marion Marie. - : University of Exeter, 2014. : Education, 2014
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402	Semantic interference on a phonological task in illiterate subjects
	Ingvar, Martin; Faísca, Luís; Reis, Alexandra; Mendonca, Susana; Petersson, Karl Magnus. - : Wiley, 2014
	Abstract: Scandinavian Journal of Psychology, 2007, 48, 69–74 DOI:10.1111/j.1467-9450.2006.00544.x © 2007 The Authors. Journal compilation © 2007 The Scandinavian Psychological Associations. Published by Blackwell Publishing L td., 9600 Garsington Road, Oxford OX4 2DQ, UK and 350 Main Street, Malden, MA 02148, USA. ISSN 0036-5564. Blackwell Publishing Ltd Health and Disability Semantic interference on a phonological task in illiterate subjects ALEXANDRA REIS, 1,2,3 L UÍS FAÍSCA, 2,3 SUSANA MENDONÇA, 2 MARTIN INGVAR 1 and KARL MAGNUS PETERSSON 1,3,4 1 Cognitive Neurophysiology Research Group, Department of Clinical Neuroscience, Karolinska Institutet, Stockholm, Sweden 2 Cognitive Neuroscience Research Group, Departamento de Psicologia, Faculdade de Ciências Humanas e Sociais, Universidade do Alg arve, Faro, Por tugal 3 Center for Intelligent Systems, Universidade do Algarve, Faro, Portugal 4 F. C. Donders Centre for Cognitive Neuroimaging, Radboud University Nijmegen, The Netherlands R eis, A., Faísca, L., Mendonça, S., Ingvar, M. & Petersson, K. M. (2007). Semantic interference on a phonological task in illit erate subjects. Scandinavian Journal of Psychology , 48 , 69–74. Previous research suggests that learning an alphabetic written language influences aspects of the auditory-verbal language syste m. In this study, we e xamined whether literacy influences the notion of words as phonological units independent of lexical semantics in literate a nd illiterate subjects. Subjects had to decide which item in a word- or pseudoword pair was phonologically longest. By manipulating the relat ionship between r eferent size and phonological length in three word conditions (congruent, neutral, and incongruent) we could examine to what e xtent subjects f ocused on form rather than meaning of the stimulus material. Moreover, the pseudoword condition allowed us to examine global p honological aw areness independent of lexical semantics. The results showed that literate performed significantly better than illiterate subj ects in the neutral and incongruent word conditions as well as in the pseudoword condition. The illiterate group performed least well in the incong ruent condition and significantly better in the pseudoword condition compared to the neutral and incongruent word conditions and suggest that pe rformance on phonological word length comparisons is dependent on literacy. In addition, the results show that the illiter a te participant s are able to perceive and process phonological length, albeit less well than the literate subjects, when no semantic interference is present . In conclusion, the present results confirm and extend the finding that illiterate subjects are biased towards semantic-conceptual-pragmatic type s of cognitive processing
	Keyword: language; Literacy; phonological word awareness; semantic interference
	URL: http://hdl.handle.net/10400.1/4885 https://doi.org/10.1111/j.1467-9450.2006.00544.x
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403	Integrating local languages and cultures into the education system of French Guiana: A discussion of current programs and initiatives
	Migge, Bettina; Léglise, Isabelle. - : John Benjamins, 2014
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404	The relative contribution of input modification, learner awareness, and individual differences to second language construction learning
	Jackson, Daniel Owen. - : [Honolulu] : [University of Hawaii at Manoa], [May 2014], 2014
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405	Концептосфера понятия «химия» в языковом сознании студентов-химиков ; Sphere of the concept “chemistry” in linguistic consciousness of chemistry students
	Тумаков, С. О.. - : Уральский федеральный университет, 2014
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406	Ações de promoção da pluralidade linguística em contextos escolares
	Broch, Ingrid Kuchenbecker. - 2014
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407	Phonologische Bewusstheit türkischsprachiger Migrantenkinder im Vergleich zu Kindern mit deutscher Muttersprache
	Dür, Rumeysa Betül; Cetinkaya, Hacer; Yagbasan, Fatma. - 2014
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408	The place of language and intercultural abilities : the experience of global business professionals
	Echavarría, María Luisa. - 2014
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409	Journey to the syllables’ world : intervention in phonological awareness
	Sacadura, Cátia; Gomes, Susana; Cardoso, Ricardo. - : Universidade do Minho. Centro de Investigação em Educação (CIEd), 2014
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410	The Effect of Morphological Strategies Training for English Language Learners
	Deng, Qizhen; Trainin, Guy
	In: Research and Evaluation in Literacy and Technology (2014)
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411	Phonological and lexical influences on phonological awareness in children with specific language impairment and dyslexia
	Farquharson, Kelly; Centanni, Tracy M.; Franzluebbers, Chelsea E....
	In: Special Education and Communication Disorders Faculty Publications (2014)
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412	How EFL students can use Google to correct their “untreatable” written errors
	Geiller, Luc. - : Universitat Politècnica de València, 2014
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413	Size (mostly) doesn't matter: the role of set size in object substitution masking
	Filmer, Hannah L.; Mattingley, Jason B.; Dux, Paul E.. - : Springer New York, 2014
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414	Ideologías lingüísticas en la fraseología del español de Chile: dos momentos, una concepción del lenguaje
	Rojas Gallardo, Darío; Avilés Vergara, Tania
	In: Onomázein: Revista de lingüística, filología y traducción de la Pontificia Universidad Católica de Chile, ISSN 0718-5758, Nº. 29, 2014, pags. 64-77 (2014)
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415	Prerrequisitos para el proceso de aprendizaje de la lectura y la escritura: conciencia fonológica y destrezas orales de la lengua
	Núñez Delgado, María Pilar; Santamarina Sancho, María
	In: Lengua y Habla, ISSN 2244-811X, Nº. 18, 2014 (Ejemplar dedicado a: ENERO-DICIEMBRE), pags. 72-92 (2014)
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416	The efficacy of the talking tables program in the development of phonological awareness in kindergarten children at risk for reading difficulties
	Hodgins, Helena. - 2014
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417	A STUDY OF THE CHALLENGES FACING ARABIC-SPEAKING ESL STUDENTS AND TEACHERS: CULTURAL AND LINGUISTIC AWARENESS
	Akasha, Omran Ali Abdalla. - 2014
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418	Un modelo de enfoque plurilingüe para la enseñanza de lenguas en la escuela
	Ernesto Martín Peris
	In: Linguarum Arena : Revista do Programa Doutoral em Didáctica de Línguas da Universidade do Porto, Vol 5, Pp 47-66 (2014) (2014)
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419	Exploring Language Teachers’ Evolving Conceptualizations of Language Variation
	LaFond, Larry L.; Dogancay-Aktuna, Seran
	In: Studies in Literature and Language; Vol 8, No 3 (2014): Studies in Literature and Language; 5-14 ; 1923-1563 ; 1923-1555 (2014)
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420	Une approche pédagogique d’enseignement du français langue seconde ajustée aux étudiants venant des programmes d’immersion
	Peguret, Muriel
	In: Canadian Journal of Applied Linguistics; Vol. 17 No. 1 (2014); 1-19 ; Revue canadienne de linguistique appliquée; Vol. 17 No. 1 (2014); 1-19 ; 1920-1818 ; 1481-868X (2014)
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