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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 6 of 6 1 Co-Selection of Resistance to Antibiotics, Biocides and Heavy Metals, and Its Relevance to Foodborne Pathogens Wales, Andrew D.; Davies, Robert H.. - : MDPI, 2015 BASE Show details 2 Bilingual lexical selection as a dynamic process:evidence from Arabic-French bilinguals Boukadi, Mariem; Davies, Robert A. I.; Wilson, Maximiliano A.. - 2015 BASE Show details 3 Gavagai is as Gavagai does:learning nouns and verbs from cross-situational statistics Monaghan, Padraic; Mattock, Karen; Davies, Robert A. I.. - 2015 BASE Show details 4 Young children’s comprehension of temporal relations in complex sentences:the influence of memory on performance Blything, Liam; Davies, Robert; Cain, Kate. - 2015 BASE Show details 5 Gavagai is as Gavagai does : learning nouns and verbs from cross-situational statistics Monaghan, Padraic; Mattock, Karen (R17354); Davies, Robert A.; Smith, Alastair C.. - : U.K., Wiley-Blackwell, 2015 Abstract: Learning to map words onto their referents is difficult, because there are multiple possibilities for forming these mappings. Cross-situational learning studies have shown that word-object mappings can be learned across multiple situations, as can verbs when presented in a syntactic context. However, these previous studies have presented either nouns or verbs in ambiguous contexts and thus bypass much of the complexity of multiple grammatical categories in speech. We show that noun word learning in adults is robust when objects are moving, and that verbs can also be learned from similar scenes without additional syntactic information. Furthermore, we show that both nouns and verbs can be acquired simultaneously, thus resolving category-level as well as individual word-level ambiguity. However, nouns were learned more quickly than verbs, and we discuss this in light of previous studies investigating the noun advantage in word learning. Keyword: English language; language acquisition; noun; symbol grounding; verb; XXXXXX - Unknown URL: https://doi.org/10.1111/cogs.12186 http://handle.uws.edu.au:8081/1959.7/uws:31125 BASE Hide details 6 Acquired dyslexia in Spanish: A review and some observations on a new case of deep dyslexia Davies, Robert; Cuetos Vega, Fernando. - 2015 BASE Show details

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