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pro vyhledávání: '"Nicholas Tippenhauer"'
Autor:
Nicholas Tippenhauer, Megan M. Saylor
Publikováno v:
British Journal of Developmental Psychology. 41:31-36
Children encounter new words across variable and noisy contexts. This variability may affect word learning, but the literature includes discrepant findings. The current experiment investigated one source of these discrepant findings: whether contexts
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::02b2997f5e2258b83aef2499d56a2e51
https://doi.org/10.1111/bjdp.12431
https://doi.org/10.1111/bjdp.12431
Autor:
Laura Janakiefski, Nicholas Tippenhauer, Qimin Liu, Madison Green, Shanna Loughmiller, Megan M. Saylor
Publikováno v:
Journal of Experimental Child Psychology. 217:105358
Children are opportunistic word learners, making passive use of nearly any available cue to link labels and referents. However, children may also actively drive their word learning by inquiring about unknown labels. Until recently, research has large
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::66e3deb7e7417d89b4bae4a997b5c840
https://doi.org/10.1016/j.jecp.2021.105358
https://doi.org/10.1016/j.jecp.2021.105358
Publikováno v:
J Exp Psychol Learn Mem Cogn
When communicating with other people, adults reduce or lengthen words based on their predictability, frequency, and discourse status. But younger listeners have less experience than older listeners in processing speech variation across time. In 2 exp
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::02e1e310dd39b7f611b8f83e66e4994b
https://pubmed.ncbi.nlm.nih.gov/32700933
https://pubmed.ncbi.nlm.nih.gov/32700933
Publikováno v:
Journal of experimental child psychology. 199
Children are able to assess the quality of information presented to them, most notably in the domains of causal explanations and arguments. However, children are also presented with another form of verbal information—definitions. Very little empiri
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::8fbef792e74c24dba383e7e2a92e9f01
https://pubmed.ncbi.nlm.nih.gov/32682102
https://pubmed.ncbi.nlm.nih.gov/32682102
Autor:
Megan M. Saylor, Nicholas Tippenhauer
Publikováno v:
Journal of experimental child psychology. 179
The current study investigated the effects of context variability on 2.5-year-olds’ (N = 48) fact and word learning. Children were taught labels or facts for novel objects that were presented on variable or consistent background contexts during tra
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::cd4337a8efac1112073d1f4cbb132ad8
https://pubmed.ncbi.nlm.nih.gov/30562632
https://pubmed.ncbi.nlm.nih.gov/30562632