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pro vyhledávání: '"Schoener, Nina"'
Publikováno v:
Proceedings of the Annual Meeting of the Cognitive Science Society, vol 45, iss 45
Children learn word meanings from their patterns of usage in their everyday input. This trivial statement is made more interesting by the fact that most patterns of word usage, even around language-learning children, are not particularly good at reve
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=od_______325::2cbd6c142a188ef3ae18126041d3346d
https://escholarship.org/uc/item/8pv8m13h
https://escholarship.org/uc/item/8pv8m13h
Publikováno v:
Proceedings of the Annual Meeting of the Cognitive Science Society, vol 44, iss 44
Word learners experience naming events differing widely in their referential quality. Whereas referents of some naming events are transparent from their extralinguistic contexts, referents of many naming events are ambiguous. Word learning theories a
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=od_______325::7eba78e5274092e78814880b575ead3f
https://escholarship.org/uc/item/43q9f457
https://escholarship.org/uc/item/43q9f457
Publikováno v:
Proceedings of the Annual Meeting of the Cognitive Science Society, vol 43, iss 43
Previous studies have found that bilingual children receive different Give-Number task knower-levels across their languages as subset-knowers. However, recent work reveals that the reliability of Give-Number task is moderate for subset-knower levels.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=od_______325::385f1eb47fc018a1366b9d6436385c0b
https://escholarship.org/uc/item/7g0378rt
https://escholarship.org/uc/item/7g0378rt