Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 3 |
Descriptor
| Language Processing | 3 |
| Adults | 2 |
| Adult Learning | 1 |
| Adult Students | 1 |
| Age Differences | 1 |
| Children | 1 |
| Cognitive Development | 1 |
| Correlation | 1 |
| Cues | 1 |
| Data Analysis | 1 |
| Evidence | 1 |
| More ▼ | |
Source
| Cognition | 3 |
Author
| Ambridge, Ben | 1 |
| Chang, Franklin | 1 |
| Cook, Allison E. | 1 |
| Finn, Amy S. | 1 |
| Hudson Kam, Carla L. | 1 |
| Lieven, Elena V. M. | 1 |
| Namy, Laura L. | 1 |
| Nygaard, Lynne C. | 1 |
| Pine, Julian M. | 1 |
| Rowland, Caroline F. | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 2 |
| Reports - Evaluative | 1 |
Education Level
| Adult Education | 3 |
| Early Childhood Education | 1 |
| Elementary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkRowland, Caroline F.; Chang, Franklin; Ambridge, Ben; Pine, Julian M.; Lieven, Elena V. M. – Cognition, 2012
Structural priming paradigms have been influential in shaping theories of adult sentence processing and theories of syntactic development. However, until recently there have been few attempts to provide an integrated account that explains both adult and developmental data. The aim of the present paper was to begin the process of integration by…
Descriptors: Priming, Evidence, Sentences, Verbs
Nygaard, Lynne C.; Cook, Allison E.; Namy, Laura L. – Cognition, 2009
A fundamental assumption regarding spoken language is that the relationship between sound and meaning is essentially arbitrary. The present investigation questioned this "arbitrariness" assumption by examining the influence of potential non-arbitrary mappings between sound and meaning on word learning in adults. Native English-speaking…
Descriptors: Speech, Oral Language, Second Language Learning, Japanese
Finn, Amy S.; Hudson Kam, Carla L. – Cognition, 2008
We investigated whether adult learners' knowledge of phonotactic restrictions on word forms from their first language impacts their ability to use statistical information to segment words in a novel language. Adults were exposed to a speech stream where English phonotactics and phoneme co-occurrence information conflicted. A control where these…
Descriptors: Cues, Phonemic Awareness, Adult Learning, Adult Students
