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Pre‐schoolers use head gestures rather than prosodic cues to highlight important information in speech
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In: ISSN: 1363-755X ; EISSN: 1467-7687 ; Developmental Science ; https://hal.univ-grenoble-alpes.fr/hal-03348546 ; Developmental Science, Wiley, 2021, ⟨10.1111/desc.13154⟩ (2021)
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Visual, audiovisual and audiovisual-tactile modes in the perception and production of non-native sounds by children
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The children’s use of tactile and visual information (vs. acoustic information) when learning non-native phonological contrasts
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Pre-schoolers use head gestures rather than prosodic cues to highlight important information in speech
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Alignment of head nods in French focus: an EMA study
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In: ISSP 2020 - 12th International Seminar on Speech Production ; https://hal.archives-ouvertes.fr/hal-03098761 ; ISSP 2020 - 12th International Seminar on Speech Production, Haskins Laboratories, Dec 2020, Providence (virtual), United States ; https://issp2020.yale.edu/ (2020)
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Empathy influences how listeners interpret intonation and meaning when words are ambiguous
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In: ISSN: 0090-502X ; Memory and Cognition ; https://halshs.archives-ouvertes.fr/halshs-03100846 ; Memory and Cognition, Springer Verlag, 2020, 48 (4), pp.566-580. ⟨10.3758/s13421-019-00990-w⟩ (2020)
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Apoyos que favorecen la comprensión del lenguaje en niños con Trastorno del Desarrollo del Lenguaje. Más allá de la literalidad de las palabras
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Pre-schoolers use head gestures rather than duration or pitch range to signal narrow focus in French
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In: ICPhS 2019 - 19th International Congress of Phonetic Sciences ; https://hal.archives-ouvertes.fr/hal-02367780 ; ICPhS 2019 - 19th International Congress of Phonetic Sciences, Aug 2019, Melbourne, Australia ; https://www.icphs2019.org (2019)
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Children’s use of tactile input when acquiring non-native phonological contrasts ...
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L'ús de la gestualitat en el desenvolupament de la consciència morfològica dels aprenents de l'anglès com a llengua estrangera
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On French listeners’ ability to use stress during spoken word processing
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In: ISSN: 2044-5911 ; EISSN: 2044-592X ; Journal of Cognitive Psychology ; https://hal.archives-ouvertes.fr/hal-01724606 ; Journal of Cognitive Psychology, Taylor & Francis edition, 2018, 30 (2), pp.198 - 206. ⟨10.1080/20445911.2017.1394862⟩ (2018)
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