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Learning vocabulary and syntax with and without redundancy ...
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Adapting to children’s individual language proficiency:An observational study of preschool teacher talk addressing monolinguals and children learning English as an additional language
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Language in educational apps for pre-schoolers:A comparison of grammatical constructions and psycholinguistic features in apps, books and child directed speech
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Receptive and expressive language ability differentially support symbolic understanding over time::Picture comprehension in late talking and typically developing children
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Selecting educational apps for preschool children:How useful are website app rating systems?
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Predicting vocabulary and grammar at 54 months from an AGL test at 17 months ...
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Caregivers use gesture contingently to support word learning
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The effect of orthographic systems on the developing reading system:Typological and computational analyses
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Learning vocabulary and grammar from cross-situational statistics
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The role of feedback and instruction on the cross-situational learning of vocabulary and morphosyntax:Mixed effects models reveal local and global effects on acquisition
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The relationships between oral language and reading instruction: Evidence from a computational model of reading. ...
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Abstract:
Reading acquisition involves learning to associate visual symbols with spoken language. Multiple lines of evidence indicate that instruction on the relationship between spellings and sounds may be particularly important.However, it is unclear whether the effectiveness of this form of instruction depends on pre-existing oral language knowledge.To investigate this issue, we developed a series of computational models of reading incorporating orthographic, phonological and semantic processing to simulate bothartificialand natural orthographic learning conditions in adults and children. We exposed the models to instruction focused on spelling-sound or spelling-meaning relationships, and tested the influence of the models' oral language proficiency on the effectiveness of these training regimes. Overall, the simulations indicated thatoral language proficiency is a vital foundation for reading acquisition, and may modulate the effectiveness of reading instruction. These results provide a computational basis for the ...
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Keyword:
Adult; Child; Computer Simulation; Humans; Language; Models, Theoretical; Phonetics; Reading; Semantics; Vocabulary
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URL: https://www.repository.cam.ac.uk/handle/1810/312187 https://dx.doi.org/10.17863/cam.59279
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Distinctions in the acquisition of vocabulary and grammar:An individual differences approach
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Exploring the “anchor word” effect in infants: Segmentation and categorisation of speech with and without high frequency words
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In: PLoS One (2020)
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Comparing cross-situational word learning, retention, and generalisation in children with autism and typical development
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The relationships between oral language and reading instruction:Evidence from a computational model of reading
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The early cue catches the word: how gesture supports cross-situational word learning
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Non-adjacent dependency learning in infancy, and its link to language development.
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The relationships between oral language and reading instruction: Evidence from a computational model of reading.
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