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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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Iconicity and diachronic language change
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Abstract:
Iconicity, the resemblance between the form of a word and its meaning, has effects on behaviour in both communicative symbol development and language learning experiments. These results have invited speculation about iconicity being a key feature of the origins of language, yet, the presence of iconicity in natural languages seems limited. In a diachronic study of language change, we investigated the extent to which iconicity is a stable property of vocabulary, alongside previously investigated psycholinguistic predictors of change. Analysing 784 English words with data on their historical forms, we found that stable words are higher in iconicity, longer in length, and earlier acquired during development, but that the role of frequency and grammatical category may be less important than previously suggested. Iconicity is revealed as a feature of ultra-conserved words, and potentially also as a property of vocabulary early in the history of language origins.
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Keyword:
P Philology. Linguistics
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URL: http://orca.cf.ac.uk/139357/7/cogs.12968.pdf https://doi.org/10.1111/cogs.12968 http://orca.cf.ac.uk/139357/
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The relationships between oral language and reading instruction: Evidence from a computational model of reading. ...
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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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