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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 Social Functioning as a Mediator between Developmental Language Disorder (DLD) and Emotional Problems in Adolescents ... Forrest, Claire L.; Gibson, Jenny L.; St Clair, Michelle C.. - : Apollo - University of Cambridge Repository, 2021 BASE Show details 2 Social Functioning as a Mediator between Developmental Language Disorder (DLD) and Emotional Problems in Adolescents Forrest, Claire L.; Gibson, Jenny L.; St Clair, Michelle C.. - : MDPI, 2021. : International Journal of Environmental Research and Public Health, 2021 BASE Show details 3 Assessing pragmatic competence in development disorders Gibson, Jenny Louise; St Clair, Michelle C. In: Developmental and clinical pragmatics (2020), S. 647-679 Leibniz-Zentrum Allgemeine Sprachwissenschaft Show details 4 Relationships between concurrent language ability and mental health outcomes in a South African sample of 13-year-olds St Clair, Michelle C.; Skeen, Sarah; Marlow, Marguerite. - : Public Library of Science, 2019 BASE Show details 5 Learning grammatical categories from distributional cues: Flexible frames for language acquisition St Clair, Michelle C.; Monaghan, Padraic; Christiansen, Morten H.. - 2010 Abstract: Numerous distributional cues in the child's environment may potentially assist in language learning, but what cues are useful to the child and when are these cues utilised? We propose that the most useful source of distributional cue is a flexible frame surrounding the word, where the language learner integrates information from the preceding and the succeeding word for grammatical categorisation. In corpus analyses of child-directed speech together with computational models of category acquisition, we show that these flexible frames are computationally advantageous for language learning, as they benefit from the coverage of bigram information across a large proportion of the language environment as well as exploiting the enhanced accuracy of trigram information. Flexible frames are also consistent with the developmental trajectory of children's sensitivity to different sources of distributional information, and they are therefore a useful and useable information source for supporting the acquisition of grammatical categories. (C) 2010 Elsevier B.V. All rights reserved. URL: https://eprints.lancs.ac.uk/id/eprint/52744/ https://doi.org/10.1016/j.cognition.2010.05.012 BASE Hide details 6 Relationships Between Language Structure and Language Learning: The Suffixing Preference and Grammatical Categorization St Clair, Michelle C.; Monaghan, Padraic; Ramscar, Michael. - 2009 BASE Show details

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