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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 – 8 of 8 1 The Structure of Word Learning in Young School-Age Children Gray, Shelley; Lancaster, Hope; Alt, Mary... In: J Speech Lang Hear Res (2020) BASE Show details 2 Word learning differences (Alt et al., 2019) ... Alt, Mary; Gray, Shelley; Hogan, Tiffany P.. - : ASHA journals, 2019 BASE Show details 3 Word learning differences (Alt et al., 2019) ... Alt, Mary; Gray, Shelley; Hogan, Tiffany P.. - : ASHA journals, 2019 BASE Show details 4 Novel Word Learning in Children Who Are Bilingual: Comparison to Monolingual Peers Alt, Mary; Arizmendi, Genesis Dominique; Gray, Shelley; Hogan, Tiffany Patrice; Green†, Samuel; Cowan, Nelson. - : American Speech-Language-Hearing Association, 2019 Abstract: PURPOSE: We compared novel word learning in 2nd-grade children with typical development who were Spanish–English bilinguals to English monolinguals to understand word learning in bilingual children. METHOD: Children (monolinguals n = 167, bilinguals n = 76) engaged in 5 computer-based tasks that assessed word learning in 6 different contexts. The tasks measured children's ability to link novel names with novel objects/actions, make decisions about the accuracy of those names and objects/actions, recognize the semantic features of the objects/actions, and produce the novel names. For analysis, we used Bayesian repeated-measures analyses of covariance with Bayesian independent-samples t tests to clarify interactions. RESULTS: Monolingual and bilingual children differed in some, but not most, word learning situations. There was at least moderate evidence that bilingual children were less accurate at naming in 1 condition and at detecting mispronunciations in 3 of 6 contexts and were less accurate at judging semantic features of a referent when that referent was paired with orthographic information. DISCUSSION: Among children with typical development, there were few differences in novel word learning between monolingual and bilingual participants. When differences did occur, they suggested that bilinguals were more accepting of phonological variations of word productions than their monolingual peers. Keyword: Language URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6808359/ https://doi.org/10.1044/2019_JSLHR-L-18-0009 http://www.ncbi.nlm.nih.gov/pubmed/31225982 BASE Hide details 5 Do Bilingual Children Have an Executive Function Advantage? Results From Inhibition, Shifting, and Updating Tasks Arizmendi, Genesis D.; Alt, Mary; Gray, Shelley. - : American Speech-Language-Hearing Association, 2018 BASE Show details 6 Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM) Cabbage, Kathryn; Brinkley, Shara; Gray, Shelley. - : MyJove Corporation, 2017 BASE Show details 7 Short-term Memory in Childhood Dyslexia: Deficient Serial Order in Multiple Modalities Cowan, Nelson; Hogan, Tiffany P.; Alt, Mary. - 2017 BASE Show details 8 The Structure of Working Memory in Young Children and Its Relation to Intelligence Gray, Shelley; Green, Samuel; Alt, Mary. - 2016 BASE Show details

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