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Hits 5.361 – 5.380 of 5.384
5361 |
Learning Words from Context: A Powerful Associative Mechanism of Early Word Learning
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In: http://141.14.165.6/CogSci09/papers/50/paper50.pdf
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5362 |
Mechanisms Underlying the Effects of Labels on Cognitive Development
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In: http://csjarchive.cogsci.rpi.edu/Proceedings/2005/docs/p1878.pdf
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5363 |
www.mind-consciousness-language.com, (2005) A presentation of Operational Methodology
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In: http://www.mind-consciousness-language.com/a presentation of operational methodology.pdf
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5364 |
Learning to hear new speech sounds: A dynamical approach.
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5365 |
Topographic analysis of late auditory evoked potentials (LAEPs) to linguistic and acoustically similar non-linguistic stimuli.
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5366 |
Memory deficits for faces and names in Alzheimer's disease: Investigation with a faces-names Stroop-like task.
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5367 |
The interaction of sentence context and local acoustic information during sentence comprehension.
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5368 |
Children attend to intrinsic motions when learning nouns.
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5369 |
Verbal fluency in bilingual Alzheimer's disease patients.
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5370 |
Local contextual impenetrability of lexical access and gap-filling: A comparison of outcomes from cross-modal lexical priming and word-by-word reading tasks.
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5372 |
Now you hear it, now you don't: The effect of markedness on the perception of unattested clusters.
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5374 |
The source of null phonemic masking effects with homophones: The role of phonological competition and list structure.
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5375 |
"How to milk a coat": The effect of acoustic parameter and semantic sentence context on phonemic categorization and lexical selection.
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5376 |
Perception of facial affect: A functional magnetic resonance imaging study of adolescents and adults with and without nonverbal learning disabilities.
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5377 |
Investigating Semantic Competition Between Global Knowledge and Local Context in Real-Time Sentence Processing
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5379 |
Assessing the Importance of Metalinguistic Skills to the Word Reading and Reading Comprehension Abilities of Adult Basic Education Students
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Abstract:
The purpose of this study was to investigate the shared and unique contributions of three metalinguistic skills to the word reading and reading comprehension abilities of Adult Basic Education (ABE) students. Across studies, the metalinguistic skills of phonological awareness, morphological awareness, and orthographic knowledge have emerged individually as important predictors of ABE students' word reading and reading comprehension skills. In contrast to the children's literature, no studies have simultaneously included and considered the shared and unique predictive utility of all three metalinguistic skills to reading skills in ABE students. In addition, the study examined whether the relations of the three metalinguistic skills to reading comprehension were mediated by decoding and vocabulary knowledge. Jointly, the best fitting models indicated that the predictors accounted for 64% of the word reading variance and 91% of the reading comprehension variance. The metalinguistic skills did not emerge as uniquely predictive of word reading or reading comprehension skills; however, all three metalinguistic skills were significantly, indirectly related to reading comprehension via decoding and vocabulary knowledge as mediators. These results help to develop a more comprehensive model of the underlying component processes involved in ABE students' word reading and reading comprehension skills. The findings also may inform instructional practices and future intervention research in ABE programs. ; A Dissertation submitted to the Department of Psychology in partial fulfillment of the requirements for the degree of Doctor of Philosophy. ; Summer Semester 2015. ; June 8, 2015. ; Adult Basic Education, Decoding, Metalinguistic Skills, Reading Comprehension, Vocabulary Knowledge ; Includes bibliographical references. ; Christopher Schatschneider, Professor Directing Dissertation; Young-Suk Grace Kim, University Representative; Sara A. Hart, Committee Member; Michael P. Kaschak, Committee Member; Richard K. Wagner, Committee Member.
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Keyword:
Adult education; Cognitive psychology; Developmental psychology
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URL: http://diginole.lib.fsu.edu/islandora/object/fsu%3A253162/datastream/TN/view/Assessing%20the%20Importance%20of%20Metalinguistic%20Skills%20to%20the%20Word%20Reading%20and%20Reading%20Comprehension%20Abilities%20of%20Adult%20Basic%20Education%20Students.jpg http://purl.flvc.org/fsu/fd/FSU_migr_etd-9511
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5380 |
The Integratibility of Words and Their Referents into Embodied Representations
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