Contextual diversity and anchoring: Null effects on learning word forms and opposing effects on learning word meanings.

Autor: Li J; School of Psychology and Clinical Language Sciences, University of Reading, Reading, UK.; Department of Language and Cognition, Division of Psychology and Language Sciences, University College London, London, UK., Wong L; Department of Language and Cognition, Division of Psychology and Language Sciences, University College London, London, UK., Rodrigues C; Department of Language and Cognition, Division of Psychology and Language Sciences, University College London, London, UK., Hulme RC; Department of Language and Cognition, Division of Psychology and Language Sciences, University College London, London, UK.; Department of Psychology, Centre for Applied Behavioural Sciences, Heriot-Watt University, Edinburgh, Scotland, UK., Joseph H; Institute of Education, University of Reading, Reading, UK., Kyle FE; Department of Language and Cognition, Division of Psychology and Language Sciences, University College London, London, UK., Taylor JSH; Department of Language and Cognition, Division of Psychology and Language Sciences, University College London, London, UK.

Publikováno v: Quarterly journal of experimental psychology (2006) [Q J Exp Psychol (Hove)] 2024 Nov; Vol. 77 (11), pp. 2180-2198. Date of Electronic Publication: 2024 Sep 17.

Identifying Developmental Language Disorder in Deaf Children with Cochlear Implants: A Case Study of Three Children.

Autor: Hardman G; Department of Language and Communication Science, City, University of London, London EC1V 0HB, UK., Herman R; Department of Language and Communication Science, City, University of London, London EC1V 0HB, UK., Kyle FE; Deafness, Cognition and Language Research Centre (DCAL), University College London, London WC1E 6BT, UK., Ebbels S; Moor House Research and Training Institute, Moor House School & College, Oxted RH8 9AQ, UK.; Language and Cognition, Psychology and Language, University College London, London WC1E 6BT, UK., Morgan G; Psychology and Education Department, University Oberta Catalunya, 08035 Barcelona, Spain.

Publikováno v: Journal of clinical medicine [J Clin Med] 2023 Sep 04; Vol. 12 (17). Date of Electronic Publication: 2023 Sep 04.

Study protocol for Hear Me Read (HMR): A prospective clinical trial assessing a digital storybook intervention for young children who are deaf or hard of hearing.

Autor: Miller, Chenelle¹ (AUTHOR), Boone, Kelly M.¹ (AUTHOR), Pattisapu, Prasanth^2,3,4 (AUTHOR), Malhotra, Prashant^3,4 (AUTHOR) Prashant.Malhotra@nationwidechildrens.org

Publikováno v: PLoS ONE. 5/31/2024, Vol. 19 Issue 5, p1-11. 11p.

Literacy Outcomes for Primary School Children Who Are Deaf and Hard of Hearing: A Cohort Comparison Study.

Autor: Harris M; Faculty of Health and Life Sciences, Oxford Brookes University, United Kingdom., Terlektsi E; School of Education, University of Birmingham, United Kingdom., Kyle FE; Division of Language and Communication Science, City, University of London, United Kingdom.

Publikováno v: Journal of speech, language, and hearing research : JSLHR [J Speech Lang Hear Res] 2017 Mar 01; Vol. 60 (3), pp. 701-711.

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