Learning Spoken Words via the Ears and Eyes: Evidence from 30-Month-Old Children.

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Learning Spoken Words via the Ears and Eyes: Evidence from 30-Month-Old Children.

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Learning Spoken Words via the Ears and Eyes: Evidence from 30-Month-Old Children.

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Learning Spoken Words via the Ears and Eyes: Evidence from 30-Month-Old Children.

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Learning Spoken Words via the Ears and Eyes: Evidence from 30-Month-Old Children.

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Learning Spoken Words via the Ears and Eyes: Evidence from 30-Month-Old Children.

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Learning Spoken Words via the Ears and Eyes: Evidence from 30-Month-Old Children.

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Learning Spoken Words via the Ears and Eyes: Evidence from 30-Month-Old Children.

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P1476

Learning Spoken Words via the Ears and Eyes: Evidence from 30-Month-Old Children.

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P2093

Mélanie Havy

http://www.w3.org/2001/XMLSchema#string

Pascal Zesiger

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P2860

Fast Mapping Across Time: Memory Processes Support Children's Retention of Learned Words

What paradox? Referential cues allow for infant use of phonetic detail in word learning.

Categorization in 3- and 4-month-old infants: an advantage of words over tones

The development of object categorization in young children: hierarchical inclusiveness, age, perceptual attribute, and group versus individual analyses

Narrowing of intersensory speech perception in infancy

Hearing lips and seeing voices

Visual language discrimination in infancy.

Audiovisual speech perception in infancy: The influence of vowel identity and infants' productive abilities on sensitivity to (mis)matches between auditory and visual speech cues.

Categorization in infancy: labeling induces a persisting focus on commonalities.

Preschoolers benefit from visually salient speech cues.

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2122

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P31

scholarly article

P356

10.3389/FPSYG.2017.02122

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English

P478

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P577

2017-12-08T00:00:00Z

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29276493

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P932

5727082

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