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Computational models of disfluencies : fillers and discourse markers in spoken language understanding ; Modèles computationnels des disfluences dans le traitement de la parole
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In: https://tel.archives-ouvertes.fr/tel-03653211 ; Computer science. Institut Polytechnique de Paris, 2022. English. ⟨NNT : 2022IPPAT001⟩ (2022)
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Single-word severity and intelligibility in CAS (Chenausky et al., 2022) ...
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Processing Phonotactic Illegality (Steinberg et al., 2016) ...
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A Mandarin Chinese–Oriented Sound Test (Hung et al., 2016) ...
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Processing Phonotactic Illegality (Steinberg et al., 2016) ...
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A Mandarin Chinese–Oriented Sound Test (Hung et al., 2016) ...
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On the benefits of speech-language therapy for cleft lip and/or palate (Sand et al., 2022) ...
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On the benefits of speech-language therapy for cleft lip and/or palate (Sand et al., 2022) ...
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Single-word severity and intelligibility in CAS (Chenausky et al., 2022) ...
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Task and language in Spanish–English narratives (Wofford et al., 2022) ...
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Task and language in Spanish–English narratives (Wofford et al., 2022) ...
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Prediction of upcoming pitch accent using Sandhi rules in Kansai Japanese: A web-based visual world eye-tracking study ...
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Agreement attraction in English and Czech: A direct experimental comparison ...
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Attention-Language Interface in Multilingual Assessment Instrument for Narratives (MAIN) ...
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Individual Differences in Word Recognition (McMurray et al., 2014) ...
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Individual Differences in Word Recognition (McMurray et al., 2014) ...
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Use of Parsing Heuristics in the Comprehension of Passive Sentences: Evidence from Dyslexia and Individual Differences
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In: Brain Sciences; Volume 12; Issue 2; Pages: 209 (2022)
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FedQAS: Privacy-Aware Machine Reading Comprehension with Federated Learning
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In: Applied Sciences; Volume 12; Issue 6; Pages: 3130 (2022)
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Literacy Acquisition Trajectories in Bilingual Language Minority Children and Monolingual Peers with Similar or Different SES: A Three-Year Longitudinal Study
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In: Brain Sciences; Volume 12; Issue 5; Pages: 563 (2022)
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Abstract:
Bilingualism and socio-economic status (SES) differentially affect linguistic and cognitive development. However, less evidence has been collected regarding their impact on literacy trajectories. The present longitudinal study evaluated the literacy development of language minority bilingual children (LMBC) and monolingual peers with different SES. A group of LMBC with low-SES (n = 18) and monolingual peers with low (n = 18) or high (n = 14) SES were followed from 2nd to 5th grade through a set of tasks assessing decoding (words, nonwords, passage), reading, and listening comprehension, and spelling skills. The results showed that all groups achieved better performances over time in all measures, except listening comprehension. However, low-SES LMBC underperformed in spelling tasks compared to the monolingual groups. In reading comprehension, there was a time*group interaction that showed how low-SES LMBC reached similar performances of low-SES monolinguals in fifth grade, but both groups underperformed compared to the high SES monolingual group. The discussion is focused on the need for research and educational settings to consider the differential impact of bilingualism and SES. Bilingualism seems to be associated with a longer time in developing adequate spelling skills, whereas SES was the primary underpinning of the reading comprehension gap over time.
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Keyword:
bilingualism; language minority bilingual children; listening comprehension; reading; reading comprehension; spelling
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URL: https://doi.org/10.3390/brainsci12050563
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Language-Internal Reanalysis of Clitic Placement in Heritage Grammars Reduces the Cost of Computation: Evidence from Bulgarian
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In: Languages; Volume 7; Issue 1; Pages: 24 (2022)
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