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1
The Value of Non-Referential Gestures: A Systematic Review of Their Cognitive and Linguistic Effects in Children’s Language Development
Vilà Giménez, Íngrid. - : MDPI (Multidisciplinary Digital Publishing Institute), 2021
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2
Identifying Emotional Expressions: Children's Reasoning About Pretend Emotions of Sadness and Anger
In: Frontiers in Psychology, 2020, vol. 11, art.núm.602385 ; Articles publicats (D-PS) ; Serrat Sellabona, Elisabet Amadó Codony, Anna Rostán Sánchez, Carles Caparrós Caparrós, Beatriu Sidera Caballero, Francesc 2020 Identifying Emotional Expressions: Children's Reasoning About Pretend Emotions of Sadness and Anger Frontiers in Psychology 11 art.núm.602385 (2020)
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3
Adquisició del llenguatge i comprensió emocional en infants amb sordesa
In: Llengua, societat i comunicació = Language, society and communication, 2021, núm. 18, p. 64-79 ; Articles publicats (D-PS) (2020)
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4
Developing Distinctively Human Cumulative Culture: Age-Related Changes in Social Information Use
Blakey, Kirsten H. - : University of Stirling, 2020
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5
Auditory processing and reading in children with reported reading and/or listening concerns
Gokula, Rakshita. - : Sydney, Australia : Macquarie University, 2019
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6
Emotion recognition skills in children with hearing loss: What is the role of language?
In: Aguilar-Mediavilla, E.,Buil-Legaz, L., López-Penadés, R., Sanchez-Azanza, V.A., Adrover-Roig, D. (eds). (2019). Atypical Language Development in Romance Languages. Amsterdam/Philadelphia: John Benjamins Publishing Company, p 169-184 ; Llibres / Capítols de LLibre (D-PS) (2019)
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7
Emotion recognition skills in children with hearing loss: What is the role of language?
In: Aguilar-Mediavilla, E.,Buil-Legaz, L., López-Penadés, R., Sanchez-Azanza, V.A., Adrover-Roig, D. (eds). (2019). Atypical Language Development in Romance Languages. Amsterdam/Philadelphia: John Benjamins Publishing Company, p 169-184 ; Llibres / Capítols de LLibre (D-PS) (2019)
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8
Children's judgements of sameness-difference among schematic faces
Roy, Carolyn Mary. - : University of St Andrews, 2018. : The University of St Andrews, 2018
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9
Parental support of cognitive development in infancy
Moseley, Jean. - : University of St Andrews, 2018. : The University of St Andrews, 2018
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10
Mathematics, anxiety, and the brain
Moustafa, Ahmed A. (R17078); Tindle, Richard (R18694); Ansari, Zaheda (S32447). - : Germany, De Gruyter, 2017
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11
Event Representation and Verb Learning: Integrating Brain and Behavioral Development /
Pace, Amy Elizabeth. - : eScholarship, University of California, 2013
In: Pace, Amy Elizabeth. (2013). Event Representation and Verb Learning: Integrating Brain and Behavioral Development /. UC San Diego: Retrieved from: http://www.escholarship.org/uc/item/9sd223vn (2013)
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12
Lexical and Cognitive Processing in Early Language Delay /
Ellis, Erica Michelle. - : eScholarship, University of California, 2013
In: Ellis, Erica Michelle. (2013). Lexical and Cognitive Processing in Early Language Delay /. UC San Diego: Retrieved from: http://www.escholarship.org/uc/item/9071z099 (2013)
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13
Free to Explore a Museum : : Embodied Inquiry and Multimodal Expression of Meaning
Renner, Nancy Owens. - : eScholarship, University of California, 2013
In: Renner, Nancy Owens. (2013). Free to Explore a Museum : : Embodied Inquiry and Multimodal Expression of Meaning. UC San Diego: Retrieved from: http://www.escholarship.org/uc/item/6hb5n2dw (2013)
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14
Perspective taking and language comprehension : a comparison between Korean and English infants
Choi, You-Jung. - : University of Missouri--Columbia, 2013
In: Submitted by the University of Missouri--Columbia Graduate School (2013)
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15
Comprensió de la informació i coneixement des de la perspectiva constructivista
Aguilar, Consol. - : Universitat de València. Servei de publicacions, 2013
Abstract: Per realitzar una aproximació costructivista a ña didàctica de la llengua, considerem que la nostra opció curricualr ha d'anar unida a la perspectiva de l'opció crítica, on el currículum s'entén com una construcció històrica i social. Aquest enfocament del procés d'ensenyament-aprenentatge implica un aprenentatge significatiu que connecte amb el que els estudiants i les estudiants ja saben, amb les seus hipòtesis, que fomente una interacción dels nous aprenentatges amb el seu coneixement previ per tal d'evitar l'acumulació d'informació sense cap altre sentit, que ajude a crear problemes i a donar solucions partint d'una trajectòria que va delk real fins al possible, afavorint un canvi d'actitud
Keyword: Cognició en els infants; Cognition in children; Constructivisme (Educació); Constructivist classrooms; Education; Information; Lingüística aplicada -- Reculls d'escrits; Linguistics; Llengua i ensenyament -- Reculls d'escrits; Understanding
URL: http://hdl.handle.net/10234/72806
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16
The Wiley-Blackwell handbook of childhood cognitive development
Goswami, Usha. - Malden, Mass. : Wiley-Blackwell, 2011
MPI für Psycholinguistik
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17
The nature of elementary students' science discourse and conceptual learning [electronic resource]
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18
Beyond the information given : studies in the psychology of knowing
Bruner, Jerome S.; Anglin, J.M.. - Abingdon : Routledge, 2010
MPI für Psycholinguistik
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19
Marvelous minds : the discovery of what children know
Siegal, Michael. - Oxford : Oxford University Press, 2010
MPI für Psycholinguistik
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20
Neural and behavioral correlates of song prosody [electronic resource] /
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