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The Language Exposure Assessment Tool (DeAnda et al., 2016) ...
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The Language Exposure Assessment Tool (DeAnda et al., 2016) ...
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French lexical–phonological development (Kehoe et al., 2020) ...
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French lexical–phonological development (Kehoe et al., 2020) ...
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Le lien entre vocabulaire dans la petite enfance et apprentissage de la lecture
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Do early lexical skills predict language outcome at 3 years? A longitudinal study of French-speaking children
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In: Infant Behav Dev (2019)
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A Cross-Language Study of Decontextualized Vocabulary Comprehension in Toddlerhood and Kindergarten Readiness
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Does the Relation between Rapid Automatized Naming and Reading Depend on Age or on Reading Level? A Behavioral and ERP Study
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In: ISSN: 1662-5161 ; Frontiers in Human Neuroscience, Vol. 12 (2018) (2018)
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Does the Relation between Rapid Automatized Naming and Reading Depend on Age or on Reading Level? A Behavioral and ERP Study
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Language Status at Age 3: Group and Individual Prediction from Vocabulary Comprehension in the Second Year
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The relation between phonological and lexical development in French-speaking children
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Translation Equivalents Facilitate Lexical Access in Very Young Bilinguals
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In: Biling (Camb Engl) (2017)
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The acquisition of pronouns by French children: A parallel study of production and comprehension
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Assessing a continuum of lexical–semantic knowledge in the second year of life: A multimodal approach
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Abstract:
Behavioral dissociations in young children’s visual and haptic responses have been taken as evidence that word knowledge is not all-or-none but instead exists on a continuum from absence of knowledge, to partial knowledge, to robust knowledge. This longitudinal study tested a group of 16- to 18-month-olds, 6 months after their initial visit, to replicate results of partial understanding as shown by visual–haptic dissociations and to determine whether partial knowledge of word–referent relations can be leveraged for future word recognition. Results show that, like 16-month-olds, 22-month-olds demonstrate behavioral dissociations exhibited by rapid visual reaction times to a named referent but incorrect haptic responses. Furthermore, results suggest that partial word knowledge at one time predicts the degree to which that word will be understood in the future.
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Keyword:
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URL: http://www.ncbi.nlm.nih.gov/pubmed/28242363 https://doi.org/10.1016/j.jecp.2017.01.003 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5669052/
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Lexical Access in the Second Year: a Study of Monolingual and Bilingual Vocabulary Development*
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Lexical access in the second year: A cross-linguistic study of monolingual and bilingual vocabulary development
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In: DeAnda, Stephanie; Hendrickson, Kristi; Zesiger, Pascal; Poulin-Dubois, Diane; & Friend, Margaret. (2016). Lexical access in the second year: A cross-linguistic study of monolingual and bilingual vocabulary development. UC San Diego: Department of Linguistics, UCSD. Retrieved from: http://www.escholarship.org/uc/item/695597dn (2016)
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The effects of bilingual growth on toddlers' executive function
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In: ISSN: 0022-0965 ; Journal of Experimental Child Psychology, No 141 (2016) pp. 121-132 (2016)
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Vocabulary size, translation equivalents, and efficiency in word recognition in very young bilinguals
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In: ISSN: 0305-0009 ; Journal of Child Language, Vol. 43, No 4 (2016) pp. 1-24 (2016)
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Minimal second language exposure, SES, and early word comprehension: New evidence from a direct assessment
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In: ISSN: 1366-7289 ; Bilingualism, Vol. 19, No 01 (2016) pp. 162-180 (2016)
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