Two-year-olds learn novel nouns, verbs, and conventional actions from massed or distributed exposures.
about
Skype me! Socially contingent interactions help toddlers learn languageTheta brain rhythms index perceptual narrowing in infant speech perception.Improving Students' Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology.Rapid word-learning in normal-hearing and hearing-impaired children: effects of age, receptive vocabulary, and high-frequency amplification.Naturalistic acquisition in an early language classroomSpacing Repetitions Over Long Timescales: A Review and a Reconsolidation Explanation.Object and action naming in children with specific language impairment.Distributing learning over time: the spacing effect in children's acquisition and generalization of science concepts.Complexities of expressive word learning over timeGet Your Facts Right: Preschoolers Systematically Extend Both Object Names and Category-Relevant Facts.Vacuuming with my mouth?: Children's ability to comprehend novel extensions of familiar verbs.Attention to Multiple Events Helps 2 1/2-Year-Olds Extend New Verbs.Live action: can young children learn verbs from video?Causal supports for early word learning.Children Use Different Cues to Guide Noun and Verb ExtensionsDose Schedule and Enhanced Conversational Recast Treatment for Children With Specific Language Impairment.Using principles of learning to inform language therapy design for children with specific language impairment.Consider the category: The effect of spacing depends on individual learning histories.Action speaks louder than words: young children differentially weight perceptual, social, and linguistic cues to learn verbs.Fast mapping between a phrasal form and meaning.Once is Enough: N400 Indexes Semantic Integration of Novel Word Meanings from a Single Exposure in Context.Object similarity bootstraps young children to action-based verb extension.Power in methods: language to infants in structured and naturalistic contexts.Parallels Between Action-Object Mapping and Word-Object Mapping in Young Children.The right thing at the right time: why ostensive naming facilitates word learning.An image is worth a thousand words: why nouns tend to dominate verbs in early word learning.Repetition across successive sentences facilitates young children's word learning.The exemplar interleaving effect in inductive learning: moderation by the difficulty of category discriminations.Neural Bases of Automaticity.Expectancy violations promote learning in young children.Gavagai is as Gavagai does: learning nouns and verbs from cross-situational statistics.A pilot randomized controlled trial of D-cycloserine and distributed practice as adjuvants to constraint-induced movement therapy after stroke.Carving Categories in a Continuous World: Preverbal Infants Discriminate Categorical Changes Before Distance Changes in Dynamic Events
P2860
Q30412946-8189F820-EBAF-4DFD-97A3-1823272914E5Q30448336-BA442AA5-9466-4D25-B59F-BA5EF671B745Q30459735-85AEAD18-8BFE-45C7-9513-4D43C1E0535FQ30490759-95F90F15-EFD8-43E8-8903-C9355D539914Q33641849-770562AA-C33B-4E00-A6C4-DAFACB467781Q33813171-593B6962-0C46-45ED-8B19-39687AB6EE00Q36018989-C277AD21-D8E6-41FE-BCAA-BFFB8060D4B2Q36103609-9774F64B-62D2-4DE2-86FD-172E9D9D1A19Q36274407-AD8B6FB8-E0BF-47A9-A5BB-E2A3F901659DQ37104539-94DBF3E1-A208-4F5F-8755-8F7C8EEC2B61Q37336309-451E1231-38C0-4B83-8F70-A0B266D2513AQ37373994-052738A3-8EA6-48E1-971B-2FB1E387D3DFQ37380660-0B9D46FF-6A75-4391-899C-E39D46995904Q37452417-8B9B7C5C-B0F2-41A5-85B4-F86FA0D3CA21Q37503898-6C210082-3131-47A4-8610-FDF32CDFCE55Q37693199-F5E241C5-7350-44A3-893C-E0E8E80ACFF1Q38039485-59CAA662-C3B5-4EA5-8AEA-147669701821Q38379849-4BF8CEB5-01B2-4D94-B5D6-DCC6EB51B67EQ38395992-4F675746-1D5A-4CD5-821B-F7EE9B559837Q38411646-86709E26-267B-4710-8911-F5606041AB06Q38461665-B7D45C23-89F9-496A-A8A3-682D393424C4Q38493325-AD109CAC-0515-49F4-9BF2-1D426DED038DQ39017488-8881A71A-8029-4884-810F-04C54583FE86Q40797623-E6F02E6E-4FE5-4CC9-8ED4-DD1232AD7ACFQ41838747-EBA72600-6758-4A2E-820E-08A2E3350845Q42274950-5E557317-740C-497A-B484-A0D0E7164A39Q42380950-19B54853-A441-4020-AF15-5DAE1DFC1488Q44746311-4391CD2E-860D-425C-A944-C2E8F91A4E72Q47949373-B91B6BE3-9735-4471-9F90-21764AA78673Q50453205-A0BC8D8D-B36D-437F-912D-32EF607E5D7BQ50628079-C04294A4-7243-473A-9F26-DEB76B2FE200Q50667521-9C73D43D-30BB-49AD-86D8-66AEC458C972Q58553368-18ED1897-1C3D-4864-BCDE-877EAC50CB4F
P2860
Two-year-olds learn novel nouns, verbs, and conventional actions from massed or distributed exposures.
description
2002 nî lūn-bûn
@nan
2002年の論文
@ja
2002年論文
@yue
2002年論文
@zh-hant
2002年論文
@zh-hk
2002年論文
@zh-mo
2002年論文
@zh-tw
2002年论文
@wuu
2002年论文
@zh
2002年论文
@zh-cn
name
Two-year-olds learn novel noun ...... ssed or distributed exposures.
@en
type
label
Two-year-olds learn novel noun ...... ssed or distributed exposures.
@en
prefLabel
Two-year-olds learn novel noun ...... ssed or distributed exposures.
@en
P1476
Two-year-olds learn novel noun ...... ssed or distributed exposures.
@en
P2093
Jane B Childers
P304
P356
10.1037/0012-1649.38.6.967
P577
2002-11-01T00:00:00Z