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An analysis of the features of words that influence vocabulary difficulty. https://www.mdpi.com/2227-7102/9/1/8
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Arbitrary but predictive cues support attention to overlooked features
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Continuous developmental change explains discontinuities in word learning
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In: https://hal.archives-ouvertes.fr/hal-03191088 ; 2021 (2021)
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Effect of background noise predictability on novel word learning in preschool-age children ...
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Neural dynamics of infants’ novel word learning through a dynamic social interaction ...
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Semantic Grounding of Novel Spoken Words in the Primary Visual Cortex ...
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Files to support: "Prior Experience with Unlabeled Actions Promotes 3-Year-Old Children’s Verb Learning" ...
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2019: Sinkeviciute, Brown, Brekelmans, & Wonnacott. Input variability and learner age in L2 vocabulary learning. ...
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The role of object novelty and nameability in disambiguation and word learning ...
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Can you see what I mean? The effects of iconic gestures on early word learning
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"Einfache" Wörter für Leseanfänger. Kriterien und Auswahllisten "leseleichter" Wörter
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In: 2021, 43 S. (2021)
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以《Cofacts 真的假的》資料庫為基礎建立中文科學假訊息之探勘模型 ; Text Mining Model for Detecting Chinese Fake Scientific Messages based on Cofacts Open Data
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Distributed representations for multilingual language processing ...
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1. Can you eat a toothbrush? Toddlers' knowledge of object functions and word meanings. ...
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Text analysis using colexification networks ... : Textanalyse mit colexification Netzwerken ...
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The Role of Working Memory in Statistical Word Learning ...
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Li, Ye. - : Open Science Framework, 2021
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Abstract:
Infants, children, and adults are adept at learning words from statistics, where a word and a referent are linked through co-occurrences across ambiguous scenes (Smith & Yu, 2008; Yu & Smith, 2007). Despite the generalizability of such capacity, it seems less clear how statistical word learning capacity (SWL thereafter) might bear individual differences, such as cognitive skills of working memory (WM). To better understand the underlying mechanism during SWL, the study intends to address three questions among adult population: 1) how WM capacities (phonological and spatial WM) predict SWL, 2) whether such prediction differs in levels of task difficulty (or form of mapping), and 3) how WM capacities mediates SWL for learners of different language experience (monolingual and bilingual). Eighty-one English monolinguals and 81 functional bilinguals (Spanish-English and Chinese-English) will complete two cross situational statistical learning tasks in 1:1 and 2:1 word-referent mapping conditions (where an ...
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Keyword:
bilingualism; mediation model; Social and Behavioral Sciences; statistical word learning; working memory
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URL: https://dx.doi.org/10.17605/osf.io/cnpax https://osf.io/cnpax/
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