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You searched for +publisher:"University of Edinburgh" +contributor:("Branigan, Holly"). Showing records 1 – 30 of 33 total matches.

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University of Edinburgh

1. Peel, Anna. Audience design in children’s referential descriptions of abstract and concrete stimuli as a function of addressee familiarity: The boundaries of success.

Degree: 2008, University of Edinburgh

 Audience design facilitates understanding by ensuring utterances are tailored to addressee needs (Clark & Murphy, 1982). The present research studied audience design in the length,… (more)

Subjects/Keywords: Audience Design; Children's referential communication

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APA (6th Edition):

Peel, A. (2008). Audience design in children’s referential descriptions of abstract and concrete stimuli as a function of addressee familiarity: The boundaries of success. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/2865

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Peel, Anna. “Audience design in children’s referential descriptions of abstract and concrete stimuli as a function of addressee familiarity: The boundaries of success.” 2008. Thesis, University of Edinburgh. Accessed February 17, 2020. http://hdl.handle.net/1842/2865.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Peel, Anna. “Audience design in children’s referential descriptions of abstract and concrete stimuli as a function of addressee familiarity: The boundaries of success.” 2008. Web. 17 Feb 2020.

Vancouver:

Peel A. Audience design in children’s referential descriptions of abstract and concrete stimuli as a function of addressee familiarity: The boundaries of success. [Internet] [Thesis]. University of Edinburgh; 2008. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/1842/2865.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Peel A. Audience design in children’s referential descriptions of abstract and concrete stimuli as a function of addressee familiarity: The boundaries of success. [Thesis]. University of Edinburgh; 2008. Available from: http://hdl.handle.net/1842/2865

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Edinburgh

2. Dalgleish, Gwen. Acquisition of the noun category: Exploring syntactic priming of noun phrase structure in young children and adults using novel and familiar noun prime stimuli.

Degree: 2008, University of Edinburgh

 Objectives. The purpose of this study was to further investigate the nature of young children’s syntactic representations. More specifically, this study was interested in examining… (more)

Subjects/Keywords: syntactic priming

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APA (6th Edition):

Dalgleish, G. (2008). Acquisition of the noun category: Exploring syntactic priming of noun phrase structure in young children and adults using novel and familiar noun prime stimuli. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/2885

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Dalgleish, Gwen. “Acquisition of the noun category: Exploring syntactic priming of noun phrase structure in young children and adults using novel and familiar noun prime stimuli.” 2008. Thesis, University of Edinburgh. Accessed February 17, 2020. http://hdl.handle.net/1842/2885.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Dalgleish, Gwen. “Acquisition of the noun category: Exploring syntactic priming of noun phrase structure in young children and adults using novel and familiar noun prime stimuli.” 2008. Web. 17 Feb 2020.

Vancouver:

Dalgleish G. Acquisition of the noun category: Exploring syntactic priming of noun phrase structure in young children and adults using novel and familiar noun prime stimuli. [Internet] [Thesis]. University of Edinburgh; 2008. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/1842/2885.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Dalgleish G. Acquisition of the noun category: Exploring syntactic priming of noun phrase structure in young children and adults using novel and familiar noun prime stimuli. [Thesis]. University of Edinburgh; 2008. Available from: http://hdl.handle.net/1842/2885

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Edinburgh

3. Reid Milligan, Simon D. Audience Design in Children: Evidence of listener-specific conceptual reference at 6-7 years old.

Degree: 2008, University of Edinburgh

 Speakers tend to design their utterances specifically for respective audiences (AD). The knowledge that a referential concept is shared with a particular listener allows the… (more)

Subjects/Keywords: Audience Design; Referential Communication Task; Child Communication

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APA (6th Edition):

Reid Milligan, S. D. (2008). Audience Design in Children: Evidence of listener-specific conceptual reference at 6-7 years old. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/2891

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Reid Milligan, Simon D. “Audience Design in Children: Evidence of listener-specific conceptual reference at 6-7 years old.” 2008. Thesis, University of Edinburgh. Accessed February 17, 2020. http://hdl.handle.net/1842/2891.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Reid Milligan, Simon D. “Audience Design in Children: Evidence of listener-specific conceptual reference at 6-7 years old.” 2008. Web. 17 Feb 2020.

Vancouver:

Reid Milligan SD. Audience Design in Children: Evidence of listener-specific conceptual reference at 6-7 years old. [Internet] [Thesis]. University of Edinburgh; 2008. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/1842/2891.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Reid Milligan SD. Audience Design in Children: Evidence of listener-specific conceptual reference at 6-7 years old. [Thesis]. University of Edinburgh; 2008. Available from: http://hdl.handle.net/1842/2891

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Edinburgh

4. Beattie, Heather. The Effect of Phonological Relatedness on Syntactic Priming, and what this explains about the Nature of Children's and Adults Abstract Linguistic Representations.

Degree: 2008, University of Edinburgh

 Syntactic priming is a paradigm widely used to investigate the nature of abstract linguistic representations in adults. The relationship between the preceding sentence and its… (more)

Subjects/Keywords: Syntactic Priming; Phonology

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APA (6th Edition):

Beattie, H. (2008). The Effect of Phonological Relatedness on Syntactic Priming, and what this explains about the Nature of Children's and Adults Abstract Linguistic Representations. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/2876

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Beattie, Heather. “The Effect of Phonological Relatedness on Syntactic Priming, and what this explains about the Nature of Children's and Adults Abstract Linguistic Representations.” 2008. Thesis, University of Edinburgh. Accessed February 17, 2020. http://hdl.handle.net/1842/2876.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Beattie, Heather. “The Effect of Phonological Relatedness on Syntactic Priming, and what this explains about the Nature of Children's and Adults Abstract Linguistic Representations.” 2008. Web. 17 Feb 2020.

Vancouver:

Beattie H. The Effect of Phonological Relatedness on Syntactic Priming, and what this explains about the Nature of Children's and Adults Abstract Linguistic Representations. [Internet] [Thesis]. University of Edinburgh; 2008. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/1842/2876.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Beattie H. The Effect of Phonological Relatedness on Syntactic Priming, and what this explains about the Nature of Children's and Adults Abstract Linguistic Representations. [Thesis]. University of Edinburgh; 2008. Available from: http://hdl.handle.net/1842/2876

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Edinburgh

5. Falla, Rachael. Acquisition of the noun category: syntactic priming of noun phrase structure in adults and young children using novel and familiar noun prime stimuli.

Degree: 2008, University of Edinburgh

 How do children come to be able to discriminate between nouns, adjectives and other grammatical categories? The present study investigated children’s acquisition of the noun… (more)

Subjects/Keywords: syntactic priming; noun acquisition

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APA (6th Edition):

Falla, R. (2008). Acquisition of the noun category: syntactic priming of noun phrase structure in adults and young children using novel and familiar noun prime stimuli. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/2896

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Falla, Rachael. “Acquisition of the noun category: syntactic priming of noun phrase structure in adults and young children using novel and familiar noun prime stimuli.” 2008. Thesis, University of Edinburgh. Accessed February 17, 2020. http://hdl.handle.net/1842/2896.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Falla, Rachael. “Acquisition of the noun category: syntactic priming of noun phrase structure in adults and young children using novel and familiar noun prime stimuli.” 2008. Web. 17 Feb 2020.

Vancouver:

Falla R. Acquisition of the noun category: syntactic priming of noun phrase structure in adults and young children using novel and familiar noun prime stimuli. [Internet] [Thesis]. University of Edinburgh; 2008. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/1842/2896.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Falla R. Acquisition of the noun category: syntactic priming of noun phrase structure in adults and young children using novel and familiar noun prime stimuli. [Thesis]. University of Edinburgh; 2008. Available from: http://hdl.handle.net/1842/2896

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Edinburgh

6. Ferguson, Janet. An Investigation into the Phonological and Syntactic Representations Involved in Language Production of Adults and Children: A Study Using the Paradigm of Syntactic Priming.

Degree: 2008, University of Edinburgh

 There are many theories of lexical access, which provide extensive accounts of lexical representations in the production process,( Levelt,1982,1999. Dell. 1986 ). In the present… (more)

Subjects/Keywords: Syntactic Representations; Phonological Representations

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APA (6th Edition):

Ferguson, J. (2008). An Investigation into the Phonological and Syntactic Representations Involved in Language Production of Adults and Children: A Study Using the Paradigm of Syntactic Priming. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/2892

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Ferguson, Janet. “An Investigation into the Phonological and Syntactic Representations Involved in Language Production of Adults and Children: A Study Using the Paradigm of Syntactic Priming.” 2008. Thesis, University of Edinburgh. Accessed February 17, 2020. http://hdl.handle.net/1842/2892.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Ferguson, Janet. “An Investigation into the Phonological and Syntactic Representations Involved in Language Production of Adults and Children: A Study Using the Paradigm of Syntactic Priming.” 2008. Web. 17 Feb 2020.

Vancouver:

Ferguson J. An Investigation into the Phonological and Syntactic Representations Involved in Language Production of Adults and Children: A Study Using the Paradigm of Syntactic Priming. [Internet] [Thesis]. University of Edinburgh; 2008. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/1842/2892.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ferguson J. An Investigation into the Phonological and Syntactic Representations Involved in Language Production of Adults and Children: A Study Using the Paradigm of Syntactic Priming. [Thesis]. University of Edinburgh; 2008. Available from: http://hdl.handle.net/1842/2892

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Edinburgh

7. Brewis, Alexandra. "Wall flowers and chatterboxes": Investigating how measures of autistic traits amongst normal population individuals can explain variance in conversational abilities.

Degree: 2009, University of Edinburgh

 Individuals in the normal population clearly do not have a singularly set amount of abilities when it comes to interacting in conversation. The extent to… (more)

Subjects/Keywords: Autism; Communication

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APA (6th Edition):

Brewis, A. (2009). "Wall flowers and chatterboxes": Investigating how measures of autistic traits amongst normal population individuals can explain variance in conversational abilities. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/3548

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Brewis, Alexandra. “"Wall flowers and chatterboxes": Investigating how measures of autistic traits amongst normal population individuals can explain variance in conversational abilities.” 2009. Thesis, University of Edinburgh. Accessed February 17, 2020. http://hdl.handle.net/1842/3548.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Brewis, Alexandra. “"Wall flowers and chatterboxes": Investigating how measures of autistic traits amongst normal population individuals can explain variance in conversational abilities.” 2009. Web. 17 Feb 2020.

Vancouver:

Brewis A. "Wall flowers and chatterboxes": Investigating how measures of autistic traits amongst normal population individuals can explain variance in conversational abilities. [Internet] [Thesis]. University of Edinburgh; 2009. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/1842/3548.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Brewis A. "Wall flowers and chatterboxes": Investigating how measures of autistic traits amongst normal population individuals can explain variance in conversational abilities. [Thesis]. University of Edinburgh; 2009. Available from: http://hdl.handle.net/1842/3548

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Edinburgh

8. Richoux, Charlotte. Structural Priming of the Dative Form in Children aged 3 and 4 Years Old.

Degree: 2009, University of Edinburgh

 Studies of syntactic priming have convincingly shown that adults have abstract syntactic representations of language. Though studies have found this effect in 5 year old… (more)

Subjects/Keywords: syntactic priming; children

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APA (6th Edition):

Richoux, C. (2009). Structural Priming of the Dative Form in Children aged 3 and 4 Years Old. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/3610

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Richoux, Charlotte. “Structural Priming of the Dative Form in Children aged 3 and 4 Years Old.” 2009. Thesis, University of Edinburgh. Accessed February 17, 2020. http://hdl.handle.net/1842/3610.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Richoux, Charlotte. “Structural Priming of the Dative Form in Children aged 3 and 4 Years Old.” 2009. Web. 17 Feb 2020.

Vancouver:

Richoux C. Structural Priming of the Dative Form in Children aged 3 and 4 Years Old. [Internet] [Thesis]. University of Edinburgh; 2009. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/1842/3610.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Richoux C. Structural Priming of the Dative Form in Children aged 3 and 4 Years Old. [Thesis]. University of Edinburgh; 2009. Available from: http://hdl.handle.net/1842/3610

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Edinburgh

9. Garry, Neil William. Are Children’s Syntactic Representations Facilitated By A Rapidly Decaying Lexical Boost?.

Degree: 2010, University of Edinburgh

 The present study explores whether 4 year old children have abstract syntactic representations and if so whether they are facilitated by repetition of lexical items.… (more)

Subjects/Keywords: language acquisition; lexical boost

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APA (6th Edition):

Garry, N. W. (2010). Are Children’s Syntactic Representations Facilitated By A Rapidly Decaying Lexical Boost?. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/4945

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Garry, Neil William. “Are Children’s Syntactic Representations Facilitated By A Rapidly Decaying Lexical Boost?.” 2010. Thesis, University of Edinburgh. Accessed February 17, 2020. http://hdl.handle.net/1842/4945.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Garry, Neil William. “Are Children’s Syntactic Representations Facilitated By A Rapidly Decaying Lexical Boost?.” 2010. Web. 17 Feb 2020.

Vancouver:

Garry NW. Are Children’s Syntactic Representations Facilitated By A Rapidly Decaying Lexical Boost?. [Internet] [Thesis]. University of Edinburgh; 2010. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/1842/4945.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Garry NW. Are Children’s Syntactic Representations Facilitated By A Rapidly Decaying Lexical Boost?. [Thesis]. University of Edinburgh; 2010. Available from: http://hdl.handle.net/1842/4945

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Edinburgh

10. Fialka, Justine K B. Priming the interpretation of ambiguous noun-noun compounds in young children.

Degree: 2010, University of Edinburgh

 Investigation into adult language users’ interpretation of ambiguous noun-noun compounds has been considerably explored and documented. However, investigation into the same phenomenon in a population… (more)

Subjects/Keywords: relational priming; young children

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APA (6th Edition):

Fialka, J. K. B. (2010). Priming the interpretation of ambiguous noun-noun compounds in young children. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/4957

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Fialka, Justine K B. “Priming the interpretation of ambiguous noun-noun compounds in young children.” 2010. Thesis, University of Edinburgh. Accessed February 17, 2020. http://hdl.handle.net/1842/4957.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Fialka, Justine K B. “Priming the interpretation of ambiguous noun-noun compounds in young children.” 2010. Web. 17 Feb 2020.

Vancouver:

Fialka JKB. Priming the interpretation of ambiguous noun-noun compounds in young children. [Internet] [Thesis]. University of Edinburgh; 2010. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/1842/4957.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fialka JKB. Priming the interpretation of ambiguous noun-noun compounds in young children. [Thesis]. University of Edinburgh; 2010. Available from: http://hdl.handle.net/1842/4957

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Edinburgh

11. Whale, Maxine. Syntactic Priming in Young Children and Adults.

Degree: 2010, University of Edinburgh

 This study presents an experiment which investigated syntactic priming of passive and active sentence constructs in three- and four-year-old children and adults in order to… (more)

Subjects/Keywords: Syntactic Priming; children

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Whale, M. (2010). Syntactic Priming in Young Children and Adults. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/4959

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Whale, Maxine. “Syntactic Priming in Young Children and Adults.” 2010. Thesis, University of Edinburgh. Accessed February 17, 2020. http://hdl.handle.net/1842/4959.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Whale, Maxine. “Syntactic Priming in Young Children and Adults.” 2010. Web. 17 Feb 2020.

Vancouver:

Whale M. Syntactic Priming in Young Children and Adults. [Internet] [Thesis]. University of Edinburgh; 2010. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/1842/4959.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Whale M. Syntactic Priming in Young Children and Adults. [Thesis]. University of Edinburgh; 2010. Available from: http://hdl.handle.net/1842/4959

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Edinburgh

12. Douglas, Michelle S. The effect of relational priming on young children's interpretation of noun-noun compounds.

Degree: 2010, University of Edinburgh

 When interpreting noun-noun combinations, such as dog scarf, one must distinguish a plausible relationship between the two nouns. Usually there are several relations that could… (more)

Subjects/Keywords: Relational priming; noun-noun compounds; children

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APA (6th Edition):

Douglas, M. S. (2010). The effect of relational priming on young children's interpretation of noun-noun compounds. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/4982

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Douglas, Michelle S. “The effect of relational priming on young children's interpretation of noun-noun compounds.” 2010. Thesis, University of Edinburgh. Accessed February 17, 2020. http://hdl.handle.net/1842/4982.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Douglas, Michelle S. “The effect of relational priming on young children's interpretation of noun-noun compounds.” 2010. Web. 17 Feb 2020.

Vancouver:

Douglas MS. The effect of relational priming on young children's interpretation of noun-noun compounds. [Internet] [Thesis]. University of Edinburgh; 2010. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/1842/4982.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Douglas MS. The effect of relational priming on young children's interpretation of noun-noun compounds. [Thesis]. University of Edinburgh; 2010. Available from: http://hdl.handle.net/1842/4982

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Edinburgh

13. Glissov, Mia. Investigating the Abstractness of Children’s and Adult’s Syntactic Representations Using a Syntactic Priming Technique.

Degree: 2010, University of Edinburgh

 The current study uses syntactic priming to assess the abstractness of children’s early syntactic representations. It is based on a study by Bock & Loebell… (more)

Subjects/Keywords: Syntactic Priming; Abstract Syntactic Representations; Children

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APA (6th Edition):

Glissov, M. (2010). Investigating the Abstractness of Children’s and Adult’s Syntactic Representations Using a Syntactic Priming Technique. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/4960

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Glissov, Mia. “Investigating the Abstractness of Children’s and Adult’s Syntactic Representations Using a Syntactic Priming Technique.” 2010. Thesis, University of Edinburgh. Accessed February 17, 2020. http://hdl.handle.net/1842/4960.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Glissov, Mia. “Investigating the Abstractness of Children’s and Adult’s Syntactic Representations Using a Syntactic Priming Technique.” 2010. Web. 17 Feb 2020.

Vancouver:

Glissov M. Investigating the Abstractness of Children’s and Adult’s Syntactic Representations Using a Syntactic Priming Technique. [Internet] [Thesis]. University of Edinburgh; 2010. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/1842/4960.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Glissov M. Investigating the Abstractness of Children’s and Adult’s Syntactic Representations Using a Syntactic Priming Technique. [Thesis]. University of Edinburgh; 2010. Available from: http://hdl.handle.net/1842/4960

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Edinburgh

14. Donaldson, Ailsa. Syntactic Priming in Children: The Effect of Persistence and the Lexical Boost on the Acquisition of Abstract Syntax.

Degree: 2010, University of Edinburgh

 Increasing interest in the way in which children represent syntactic information has led to various theories of language acquisition. It is generally agreed that adults… (more)

Subjects/Keywords: Syntactic Priming; Lexical Boost; Priming Persistence

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Donaldson, A. (2010). Syntactic Priming in Children: The Effect of Persistence and the Lexical Boost on the Acquisition of Abstract Syntax. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/4988

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Donaldson, Ailsa. “Syntactic Priming in Children: The Effect of Persistence and the Lexical Boost on the Acquisition of Abstract Syntax.” 2010. Thesis, University of Edinburgh. Accessed February 17, 2020. http://hdl.handle.net/1842/4988.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Donaldson, Ailsa. “Syntactic Priming in Children: The Effect of Persistence and the Lexical Boost on the Acquisition of Abstract Syntax.” 2010. Web. 17 Feb 2020.

Vancouver:

Donaldson A. Syntactic Priming in Children: The Effect of Persistence and the Lexical Boost on the Acquisition of Abstract Syntax. [Internet] [Thesis]. University of Edinburgh; 2010. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/1842/4988.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Donaldson A. Syntactic Priming in Children: The Effect of Persistence and the Lexical Boost on the Acquisition of Abstract Syntax. [Thesis]. University of Edinburgh; 2010. Available from: http://hdl.handle.net/1842/4988

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Edinburgh

15. Pattinson, Carly. An investigation into alignment in language in relation to scores on the Autism-Spectrum Quotient.

Degree: 2010, University of Edinburgh

 There is substantial previous research which suggests alignment, or co-ordination, on many levels between two partners in a dialogue. This report examines alignment in language… (more)

Subjects/Keywords: alignment; Autism-Spectrum Quotient

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Pattinson, C. (2010). An investigation into alignment in language in relation to scores on the Autism-Spectrum Quotient. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/4995

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Pattinson, Carly. “An investigation into alignment in language in relation to scores on the Autism-Spectrum Quotient.” 2010. Thesis, University of Edinburgh. Accessed February 17, 2020. http://hdl.handle.net/1842/4995.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Pattinson, Carly. “An investigation into alignment in language in relation to scores on the Autism-Spectrum Quotient.” 2010. Web. 17 Feb 2020.

Vancouver:

Pattinson C. An investigation into alignment in language in relation to scores on the Autism-Spectrum Quotient. [Internet] [Thesis]. University of Edinburgh; 2010. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/1842/4995.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Pattinson C. An investigation into alignment in language in relation to scores on the Autism-Spectrum Quotient. [Thesis]. University of Edinburgh; 2010. Available from: http://hdl.handle.net/1842/4995

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Edinburgh

16. Falsone, Maria L. Priming young children towards abstract grammatical structure.

Degree: 2010, University of Edinburgh

 Children learn language at a very young age without structured and planned help. To understand this language process, research into how children represent and produce… (more)

Subjects/Keywords: children; syntax; priming; passive; locative

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Falsone, M. L. (2010). Priming young children towards abstract grammatical structure. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/4972

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Falsone, Maria L. “Priming young children towards abstract grammatical structure.” 2010. Thesis, University of Edinburgh. Accessed February 17, 2020. http://hdl.handle.net/1842/4972.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Falsone, Maria L. “Priming young children towards abstract grammatical structure.” 2010. Web. 17 Feb 2020.

Vancouver:

Falsone ML. Priming young children towards abstract grammatical structure. [Internet] [Thesis]. University of Edinburgh; 2010. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/1842/4972.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Falsone ML. Priming young children towards abstract grammatical structure. [Thesis]. University of Edinburgh; 2010. Available from: http://hdl.handle.net/1842/4972

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Edinburgh

17. Pirie, Morag. The role of social dominance in lexical alignment.

Degree: 2010, University of Edinburgh

 Previous research has found that people mimic the words uttered by their interlocutors who they believed to be less intelligent. According to the Speech Accommodation… (more)

Subjects/Keywords: alignment; social dominance

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Pirie, M. (2010). The role of social dominance in lexical alignment. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/5323

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Pirie, Morag. “The role of social dominance in lexical alignment.” 2010. Thesis, University of Edinburgh. Accessed February 17, 2020. http://hdl.handle.net/1842/5323.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Pirie, Morag. “The role of social dominance in lexical alignment.” 2010. Web. 17 Feb 2020.

Vancouver:

Pirie M. The role of social dominance in lexical alignment. [Internet] [Thesis]. University of Edinburgh; 2010. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/1842/5323.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Pirie M. The role of social dominance in lexical alignment. [Thesis]. University of Edinburgh; 2010. Available from: http://hdl.handle.net/1842/5323

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Edinburgh

18. Pirie, Morag. The role of social dominance in lexical alignment.

Degree: 2010, University of Edinburgh

 Previous research has found that people mimic the words uttered by their interlocutors who they believed to be less intelligent. According to the Speech Accommodation… (more)

Subjects/Keywords: alignment; social dominance

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Pirie, M. (2010). The role of social dominance in lexical alignment. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/5347

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Pirie, Morag. “The role of social dominance in lexical alignment.” 2010. Thesis, University of Edinburgh. Accessed February 17, 2020. http://hdl.handle.net/1842/5347.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Pirie, Morag. “The role of social dominance in lexical alignment.” 2010. Web. 17 Feb 2020.

Vancouver:

Pirie M. The role of social dominance in lexical alignment. [Internet] [Thesis]. University of Edinburgh; 2010. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/1842/5347.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Pirie M. The role of social dominance in lexical alignment. [Thesis]. University of Edinburgh; 2010. Available from: http://hdl.handle.net/1842/5347

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Edinburgh

19. Unger, Layla. The Social Role of Linguistic Alignment with In-Group and Out-Group Members.

Degree: 2010, University of Edinburgh

 Abstract This experiment examined whether the act of copying another person's linguistic choices, or linguistic alignment, like the act of copying another person's behaviors, or… (more)

Subjects/Keywords: alignment; mimicry; social group

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Unger, L. (2010). The Social Role of Linguistic Alignment with In-Group and Out-Group Members. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/5329

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Unger, Layla. “The Social Role of Linguistic Alignment with In-Group and Out-Group Members.” 2010. Thesis, University of Edinburgh. Accessed February 17, 2020. http://hdl.handle.net/1842/5329.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Unger, Layla. “The Social Role of Linguistic Alignment with In-Group and Out-Group Members.” 2010. Web. 17 Feb 2020.

Vancouver:

Unger L. The Social Role of Linguistic Alignment with In-Group and Out-Group Members. [Internet] [Thesis]. University of Edinburgh; 2010. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/1842/5329.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Unger L. The Social Role of Linguistic Alignment with In-Group and Out-Group Members. [Thesis]. University of Edinburgh; 2010. Available from: http://hdl.handle.net/1842/5329

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Edinburgh

20. Watson, Annie. Syntactic and lexical alignment in young children.

Degree: 2012, University of Edinburgh

 The convergence of the language of interlocutors in dialogue through mechanisms of linguistic alignment has been studied primarily at syntactic and lexical levels of structure.… (more)

Subjects/Keywords: alignment

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APA (6th Edition):

Watson, A. (2012). Syntactic and lexical alignment in young children. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/7698

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Watson, Annie. “Syntactic and lexical alignment in young children.” 2012. Thesis, University of Edinburgh. Accessed February 17, 2020. http://hdl.handle.net/1842/7698.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Watson, Annie. “Syntactic and lexical alignment in young children.” 2012. Web. 17 Feb 2020.

Vancouver:

Watson A. Syntactic and lexical alignment in young children. [Internet] [Thesis]. University of Edinburgh; 2012. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/1842/7698.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Watson A. Syntactic and lexical alignment in young children. [Thesis]. University of Edinburgh; 2012. Available from: http://hdl.handle.net/1842/7698

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Edinburgh

21. Hill, Louisa. Does syntactic priming in children persist across significant time periods?.

Degree: 2013, University of Edinburgh

 Using a ‘snap’ paradigm, we investigated the time course effects of syntactic priming in both adults and children. The research was done over a one… (more)

Subjects/Keywords: Syntactic primig; Children's language acquisition; Implicit learning

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Hill, L. (2013). Does syntactic priming in children persist across significant time periods?. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/8567

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hill, Louisa. “Does syntactic priming in children persist across significant time periods?.” 2013. Thesis, University of Edinburgh. Accessed February 17, 2020. http://hdl.handle.net/1842/8567.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hill, Louisa. “Does syntactic priming in children persist across significant time periods?.” 2013. Web. 17 Feb 2020.

Vancouver:

Hill L. Does syntactic priming in children persist across significant time periods?. [Internet] [Thesis]. University of Edinburgh; 2013. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/1842/8567.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hill L. Does syntactic priming in children persist across significant time periods?. [Thesis]. University of Edinburgh; 2013. Available from: http://hdl.handle.net/1842/8567

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Edinburgh

22. Adair, Caitlin. Are effects of structural experience in language acquisition affected by structural frequency? Evidence from syntactic priming.

Degree: 2013, University of Edinburgh

 This paper presents an experiment that demonstrates syntactic priming in three- and four-year-old children, exploring the effect the relative frequency of a construction has on… (more)

Subjects/Keywords: language acquisition; syntactic priming; transitive; ditransitive

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APA (6th Edition):

Adair, C. (2013). Are effects of structural experience in language acquisition affected by structural frequency? Evidence from syntactic priming. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/8711

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Adair, Caitlin. “Are effects of structural experience in language acquisition affected by structural frequency? Evidence from syntactic priming.” 2013. Thesis, University of Edinburgh. Accessed February 17, 2020. http://hdl.handle.net/1842/8711.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Adair, Caitlin. “Are effects of structural experience in language acquisition affected by structural frequency? Evidence from syntactic priming.” 2013. Web. 17 Feb 2020.

Vancouver:

Adair C. Are effects of structural experience in language acquisition affected by structural frequency? Evidence from syntactic priming. [Internet] [Thesis]. University of Edinburgh; 2013. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/1842/8711.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Adair C. Are effects of structural experience in language acquisition affected by structural frequency? Evidence from syntactic priming. [Thesis]. University of Edinburgh; 2013. Available from: http://hdl.handle.net/1842/8711

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Edinburgh

23. Crichton, Calum. Investigating and comparing the magnitude of syntactic priming effects between young children and adults.

Degree: 2013, University of Edinburgh

 A tendency for people to repeat the same sentence structure as they have just heard, known as syntactic priming, has been shown separately in both… (more)

Subjects/Keywords: Syntactic; Priming; Adults; Children; Comparing; Implicit Learning

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APA (6th Edition):

Crichton, C. (2013). Investigating and comparing the magnitude of syntactic priming effects between young children and adults. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/8696

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Crichton, Calum. “Investigating and comparing the magnitude of syntactic priming effects between young children and adults.” 2013. Thesis, University of Edinburgh. Accessed February 17, 2020. http://hdl.handle.net/1842/8696.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Crichton, Calum. “Investigating and comparing the magnitude of syntactic priming effects between young children and adults.” 2013. Web. 17 Feb 2020.

Vancouver:

Crichton C. Investigating and comparing the magnitude of syntactic priming effects between young children and adults. [Internet] [Thesis]. University of Edinburgh; 2013. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/1842/8696.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Crichton C. Investigating and comparing the magnitude of syntactic priming effects between young children and adults. [Thesis]. University of Edinburgh; 2013. Available from: http://hdl.handle.net/1842/8696

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Edinburgh

24. Salter, Lois. Lexical and syntactic alignment in children with ASD.

Degree: 2012, University of Edinburgh

 This study examines the lexical and syntactic alignment capabilities of children with Autistic Spectrum Disorder (ASD) compared to verbal age matched typically developing controls. Children… (more)

Subjects/Keywords: ASD; alignment

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APA (6th Edition):

Salter, L. (2012). Lexical and syntactic alignment in children with ASD. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/8390

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Salter, Lois. “Lexical and syntactic alignment in children with ASD.” 2012. Thesis, University of Edinburgh. Accessed February 17, 2020. http://hdl.handle.net/1842/8390.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Salter, Lois. “Lexical and syntactic alignment in children with ASD.” 2012. Web. 17 Feb 2020.

Vancouver:

Salter L. Lexical and syntactic alignment in children with ASD. [Internet] [Thesis]. University of Edinburgh; 2012. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/1842/8390.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Salter L. Lexical and syntactic alignment in children with ASD. [Thesis]. University of Edinburgh; 2012. Available from: http://hdl.handle.net/1842/8390

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Edinburgh

25. Walterson, Lauren. Syntactic priming in children: The strength and longevity of lexical enhancement.

Degree: 2012, University of Edinburgh

 The nature of young children’s syntactic representations remains elusive. Previous research suggests that the syntactic representations in three- and four-year-olds are broadly abstract, but whether… (more)

Subjects/Keywords: Syntactic priming; Lexical enhancement

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APA (6th Edition):

Walterson, L. (2012). Syntactic priming in children: The strength and longevity of lexical enhancement. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/8551

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Walterson, Lauren. “Syntactic priming in children: The strength and longevity of lexical enhancement.” 2012. Thesis, University of Edinburgh. Accessed February 17, 2020. http://hdl.handle.net/1842/8551.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Walterson, Lauren. “Syntactic priming in children: The strength and longevity of lexical enhancement.” 2012. Web. 17 Feb 2020.

Vancouver:

Walterson L. Syntactic priming in children: The strength and longevity of lexical enhancement. [Internet] [Thesis]. University of Edinburgh; 2012. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/1842/8551.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Walterson L. Syntactic priming in children: The strength and longevity of lexical enhancement. [Thesis]. University of Edinburgh; 2012. Available from: http://hdl.handle.net/1842/8551

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Edinburgh

26. Richardson, Sophie A. Communication and Coordination of Information in Conversation: A Comparison Between Three-Party and Two-Party Dialogue.

Degree: 2012, University of Edinburgh

 There is a large breadth of research studying the manner in which conversers work together to coordinate information and reach a mutual understanding. However, much… (more)

Subjects/Keywords: multi-party; two-party; dialogue; common ground; tangram; collaboration

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APA (6th Edition):

Richardson, S. A. (2012). Communication and Coordination of Information in Conversation: A Comparison Between Three-Party and Two-Party Dialogue. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/8532

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Richardson, Sophie A. “Communication and Coordination of Information in Conversation: A Comparison Between Three-Party and Two-Party Dialogue.” 2012. Thesis, University of Edinburgh. Accessed February 17, 2020. http://hdl.handle.net/1842/8532.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Richardson, Sophie A. “Communication and Coordination of Information in Conversation: A Comparison Between Three-Party and Two-Party Dialogue.” 2012. Web. 17 Feb 2020.

Vancouver:

Richardson SA. Communication and Coordination of Information in Conversation: A Comparison Between Three-Party and Two-Party Dialogue. [Internet] [Thesis]. University of Edinburgh; 2012. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/1842/8532.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Richardson SA. Communication and Coordination of Information in Conversation: A Comparison Between Three-Party and Two-Party Dialogue. [Thesis]. University of Edinburgh; 2012. Available from: http://hdl.handle.net/1842/8532

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Edinburgh

27. Fallon, Lyndsay. The effect of a lag on Syntactic Priming and the Lexical Boost in children.

Degree: 2012, University of Edinburgh

 An experiment was carried out using a ‘snap-like’ game to determine the effect a lag has on syntactic priming and the lexical boost. The experiment… (more)

Subjects/Keywords: Psychology

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APA (6th Edition):

Fallon, L. (2012). The effect of a lag on Syntactic Priming and the Lexical Boost in children. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/8528

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Fallon, Lyndsay. “The effect of a lag on Syntactic Priming and the Lexical Boost in children.” 2012. Thesis, University of Edinburgh. Accessed February 17, 2020. http://hdl.handle.net/1842/8528.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Fallon, Lyndsay. “The effect of a lag on Syntactic Priming and the Lexical Boost in children.” 2012. Web. 17 Feb 2020.

Vancouver:

Fallon L. The effect of a lag on Syntactic Priming and the Lexical Boost in children. [Internet] [Thesis]. University of Edinburgh; 2012. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/1842/8528.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fallon L. The effect of a lag on Syntactic Priming and the Lexical Boost in children. [Thesis]. University of Edinburgh; 2012. Available from: http://hdl.handle.net/1842/8528

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Edinburgh

28. Buddery, Andy P G. An Investigation into Metonymy Production using Cross-Modal Priming.

Degree: 2012, University of Edinburgh

 Figurative language production is understudied in psycholinguistics, particularly in regards to cognitive systems of language production. Metonymy is a form of figurative language in which… (more)

Subjects/Keywords: Metonymy; Priming; Figurative language; Language production

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APA (6th Edition):

Buddery, A. P. G. (2012). An Investigation into Metonymy Production using Cross-Modal Priming. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/8489

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Buddery, Andy P G. “An Investigation into Metonymy Production using Cross-Modal Priming.” 2012. Thesis, University of Edinburgh. Accessed February 17, 2020. http://hdl.handle.net/1842/8489.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Buddery, Andy P G. “An Investigation into Metonymy Production using Cross-Modal Priming.” 2012. Web. 17 Feb 2020.

Vancouver:

Buddery APG. An Investigation into Metonymy Production using Cross-Modal Priming. [Internet] [Thesis]. University of Edinburgh; 2012. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/1842/8489.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Buddery APG. An Investigation into Metonymy Production using Cross-Modal Priming. [Thesis]. University of Edinburgh; 2012. Available from: http://hdl.handle.net/1842/8489

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Edinburgh

29. Bukowiecka, Patrycja. Can bilingual syntax get coactivated?.

Degree: 2012, University of Edinburgh

 Studies on bilingual word production suggest that lexical entries corresponding to translation equivalents can get activated in parallel and compete for selection. But can lexical… (more)

Subjects/Keywords: bilingual syntax processing; subject-verb agreement

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Bukowiecka, P. (2012). Can bilingual syntax get coactivated?. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/8461

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Bukowiecka, Patrycja. “Can bilingual syntax get coactivated?.” 2012. Thesis, University of Edinburgh. Accessed February 17, 2020. http://hdl.handle.net/1842/8461.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Bukowiecka, Patrycja. “Can bilingual syntax get coactivated?.” 2012. Web. 17 Feb 2020.

Vancouver:

Bukowiecka P. Can bilingual syntax get coactivated?. [Internet] [Thesis]. University of Edinburgh; 2012. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/1842/8461.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bukowiecka P. Can bilingual syntax get coactivated?. [Thesis]. University of Edinburgh; 2012. Available from: http://hdl.handle.net/1842/8461

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

30. Ni Eochaidh, Ciara. The role of conceptual and word form representations in lexical alignment: Evidence from bilingual dialogue.

Degree: 2010, University of Edinburgh

 Abstract During dialogue, interlocutors come to use the same words for referents, a phenomenon termed lexical alignment. Pickering and Garrod’s (2004) Interactive Activation model proposes… (more)

Subjects/Keywords: lexical alignment; conceptual alignment; bilingual; dialogue

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Ni Eochaidh, C. (2010). The role of conceptual and word form representations in lexical alignment: Evidence from bilingual dialogue. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/5327

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Ni Eochaidh, Ciara. “The role of conceptual and word form representations in lexical alignment: Evidence from bilingual dialogue.” 2010. Thesis, University of Edinburgh. Accessed February 17, 2020. http://hdl.handle.net/1842/5327.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Ni Eochaidh, Ciara. “The role of conceptual and word form representations in lexical alignment: Evidence from bilingual dialogue.” 2010. Web. 17 Feb 2020.

Vancouver:

Ni Eochaidh C. The role of conceptual and word form representations in lexical alignment: Evidence from bilingual dialogue. [Internet] [Thesis]. University of Edinburgh; 2010. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/1842/5327.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ni Eochaidh C. The role of conceptual and word form representations in lexical alignment: Evidence from bilingual dialogue. [Thesis]. University of Edinburgh; 2010. Available from: http://hdl.handle.net/1842/5327

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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