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You searched for subject:(Word learning). Showing records 1 – 30 of 354 total matches.

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University of Edinburgh

1. Brewer, David. Learning new words: the effect of context and vocalisation.

Degree: 2009, University of Edinburgh

 Previous literature shows that both explicit and incidental exposure to novel words can boost vocabulary. By comparing stories and definitions as ways of presenting novel… (more)

Subjects/Keywords: word learning; story

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

APA (6th Edition):

Brewer, D. (2009). Learning new words: the effect of context and vocalisation. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/3578

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):

Brewer, David. “Learning new words: the effect of context and vocalisation.” 2009. Thesis, University of Edinburgh. Accessed March 31, 2020. http://hdl.handle.net/1842/3578.

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

MLA Handbook (7th Edition):

Brewer, David. “Learning new words: the effect of context and vocalisation.” 2009. Web. 31 Mar 2020.

Vancouver:

Brewer D. Learning new words: the effect of context and vocalisation. [Internet] [Thesis]. University of Edinburgh; 2009. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/1842/3578.

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

Council of Science Editors:

Brewer D. Learning new words: the effect of context and vocalisation. [Thesis]. University of Edinburgh; 2009. Available from: http://hdl.handle.net/1842/3578

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


University of Edinburgh

2. Ditchburn, Rachel. Examining how Preschoolers' Vocabulary Acquisition is affected by the Context in which they Encounter New Words.

Degree: 2009, University of Edinburgh

 There is a growing concern with the vast individual differences in children’s vocabularies as they enter school. This study looked to determine the learning contexts… (more)

Subjects/Keywords: word learning; preschoolers

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

APA (6th Edition):

Ditchburn, R. (2009). Examining how Preschoolers' Vocabulary Acquisition is affected by the Context in which they Encounter New Words. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/3576

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):

Ditchburn, Rachel. “Examining how Preschoolers' Vocabulary Acquisition is affected by the Context in which they Encounter New Words.” 2009. Thesis, University of Edinburgh. Accessed March 31, 2020. http://hdl.handle.net/1842/3576.

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

MLA Handbook (7th Edition):

Ditchburn, Rachel. “Examining how Preschoolers' Vocabulary Acquisition is affected by the Context in which they Encounter New Words.” 2009. Web. 31 Mar 2020.

Vancouver:

Ditchburn R. Examining how Preschoolers' Vocabulary Acquisition is affected by the Context in which they Encounter New Words. [Internet] [Thesis]. University of Edinburgh; 2009. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/1842/3576.

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

Council of Science Editors:

Ditchburn R. Examining how Preschoolers' Vocabulary Acquisition is affected by the Context in which they Encounter New Words. [Thesis]. University of Edinburgh; 2009. Available from: http://hdl.handle.net/1842/3576

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


University of Georgia

3. Silverman, Stacy. Partial word knowledge growth through incidental learning from text by school-age children with normal language abilities.

Degree: PhD, Communication Sciences, 2001, University of Georgia

 Incidental exposure to vocabulary through reading is a primary means by which children develop new vocabulary. Because this process of incidental word learning is incremental,… (more)

Subjects/Keywords: Word learning

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APA (6th Edition):

Silverman, S. (2001). Partial word knowledge growth through incidental learning from text by school-age children with normal language abilities. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/silverman_stacy_200112_phd

Chicago Manual of Style (16th Edition):

Silverman, Stacy. “Partial word knowledge growth through incidental learning from text by school-age children with normal language abilities.” 2001. Doctoral Dissertation, University of Georgia. Accessed March 31, 2020. http://purl.galileo.usg.edu/uga_etd/silverman_stacy_200112_phd.

MLA Handbook (7th Edition):

Silverman, Stacy. “Partial word knowledge growth through incidental learning from text by school-age children with normal language abilities.” 2001. Web. 31 Mar 2020.

Vancouver:

Silverman S. Partial word knowledge growth through incidental learning from text by school-age children with normal language abilities. [Internet] [Doctoral dissertation]. University of Georgia; 2001. [cited 2020 Mar 31]. Available from: http://purl.galileo.usg.edu/uga_etd/silverman_stacy_200112_phd.

Council of Science Editors:

Silverman S. Partial word knowledge growth through incidental learning from text by school-age children with normal language abilities. [Doctoral Dissertation]. University of Georgia; 2001. Available from: http://purl.galileo.usg.edu/uga_etd/silverman_stacy_200112_phd


University of Connecticut

4. Kelty, Emma C. Language Typology and Sentence Frame Effects on Motion Verb Interpretation in Grade Schoolers.

Degree: MA, Psychology, 2011, University of Connecticut

  Most English descriptions of motion events express manner in the main verb and path in a prepositional phrase, as in “She skips out of… (more)

Subjects/Keywords: psychology; language development; word learning

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

APA (6th Edition):

Kelty, E. C. (2011). Language Typology and Sentence Frame Effects on Motion Verb Interpretation in Grade Schoolers. (Masters Thesis). University of Connecticut. Retrieved from https://opencommons.uconn.edu/gs_theses/144

Chicago Manual of Style (16th Edition):

Kelty, Emma C. “Language Typology and Sentence Frame Effects on Motion Verb Interpretation in Grade Schoolers.” 2011. Masters Thesis, University of Connecticut. Accessed March 31, 2020. https://opencommons.uconn.edu/gs_theses/144.

MLA Handbook (7th Edition):

Kelty, Emma C. “Language Typology and Sentence Frame Effects on Motion Verb Interpretation in Grade Schoolers.” 2011. Web. 31 Mar 2020.

Vancouver:

Kelty EC. Language Typology and Sentence Frame Effects on Motion Verb Interpretation in Grade Schoolers. [Internet] [Masters thesis]. University of Connecticut; 2011. [cited 2020 Mar 31]. Available from: https://opencommons.uconn.edu/gs_theses/144.

Council of Science Editors:

Kelty EC. Language Typology and Sentence Frame Effects on Motion Verb Interpretation in Grade Schoolers. [Masters Thesis]. University of Connecticut; 2011. Available from: https://opencommons.uconn.edu/gs_theses/144


University of Connecticut

5. Ryherd, Kayleigh. Word and Concept Learning in Poor Comprehenders.

Degree: MS, Psychological Sciences, 2016, University of Connecticut

  The current study aimed to examine how word and concept learning is related to comprehension ability beyond decoding skill. The study considered nonverbal concept… (more)

Subjects/Keywords: reading comprehension; word learning; concepts

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APA (6th Edition):

Ryherd, K. (2016). Word and Concept Learning in Poor Comprehenders. (Masters Thesis). University of Connecticut. Retrieved from https://opencommons.uconn.edu/gs_theses/1008

Chicago Manual of Style (16th Edition):

Ryherd, Kayleigh. “Word and Concept Learning in Poor Comprehenders.” 2016. Masters Thesis, University of Connecticut. Accessed March 31, 2020. https://opencommons.uconn.edu/gs_theses/1008.

MLA Handbook (7th Edition):

Ryherd, Kayleigh. “Word and Concept Learning in Poor Comprehenders.” 2016. Web. 31 Mar 2020.

Vancouver:

Ryherd K. Word and Concept Learning in Poor Comprehenders. [Internet] [Masters thesis]. University of Connecticut; 2016. [cited 2020 Mar 31]. Available from: https://opencommons.uconn.edu/gs_theses/1008.

Council of Science Editors:

Ryherd K. Word and Concept Learning in Poor Comprehenders. [Masters Thesis]. University of Connecticut; 2016. Available from: https://opencommons.uconn.edu/gs_theses/1008


University of North Texas

6. Shaik, Arshad. Biomedical Semantic Embeddings: Using Hybrid Sentences to Construct Biomedical Word Embeddings and Their Applications.

Degree: 2019, University of North Texas

Word embeddings is a useful method that has shown enormous success in various NLP tasks, not only in open domain but also in biomedical domain.… (more)

Subjects/Keywords: machine learning; word embeddings

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APA (6th Edition):

Shaik, A. (2019). Biomedical Semantic Embeddings: Using Hybrid Sentences to Construct Biomedical Word Embeddings and Their Applications. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1609064/

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):

Shaik, Arshad. “Biomedical Semantic Embeddings: Using Hybrid Sentences to Construct Biomedical Word Embeddings and Their Applications.” 2019. Thesis, University of North Texas. Accessed March 31, 2020. https://digital.library.unt.edu/ark:/67531/metadc1609064/.

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

MLA Handbook (7th Edition):

Shaik, Arshad. “Biomedical Semantic Embeddings: Using Hybrid Sentences to Construct Biomedical Word Embeddings and Their Applications.” 2019. Web. 31 Mar 2020.

Vancouver:

Shaik A. Biomedical Semantic Embeddings: Using Hybrid Sentences to Construct Biomedical Word Embeddings and Their Applications. [Internet] [Thesis]. University of North Texas; 2019. [cited 2020 Mar 31]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1609064/.

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

Council of Science Editors:

Shaik A. Biomedical Semantic Embeddings: Using Hybrid Sentences to Construct Biomedical Word Embeddings and Their Applications. [Thesis]. University of North Texas; 2019. Available from: https://digital.library.unt.edu/ark:/67531/metadc1609064/

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


Bowling Green State University

7. Angalliramachandra, Vijayachandra. The Relationship Between Phonological Working Memory, Phonological Sensitivity, and Incidental Word Learning.

Degree: PhD, Communication Disorders/Speech-Language Pathology, 2007, Bowling Green State University

 Rapid learning of novel vocabulary is crucial to overall success in language acquisition. While the exact mechanisms underlying the acquisition of the lexicon remain under… (more)

Subjects/Keywords: PHONOLOGICAL; nonword; WORD LEARNING; nonword repetition; PHONOLOGICAL SENSITIVITY; INCIDENTAL WORD LEARNING; INCIDENTAL WORD

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

APA (6th Edition):

Angalliramachandra, V. (2007). The Relationship Between Phonological Working Memory, Phonological Sensitivity, and Incidental Word Learning. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1187362187

Chicago Manual of Style (16th Edition):

Angalliramachandra, Vijayachandra. “The Relationship Between Phonological Working Memory, Phonological Sensitivity, and Incidental Word Learning.” 2007. Doctoral Dissertation, Bowling Green State University. Accessed March 31, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1187362187.

MLA Handbook (7th Edition):

Angalliramachandra, Vijayachandra. “The Relationship Between Phonological Working Memory, Phonological Sensitivity, and Incidental Word Learning.” 2007. Web. 31 Mar 2020.

Vancouver:

Angalliramachandra V. The Relationship Between Phonological Working Memory, Phonological Sensitivity, and Incidental Word Learning. [Internet] [Doctoral dissertation]. Bowling Green State University; 2007. [cited 2020 Mar 31]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1187362187.

Council of Science Editors:

Angalliramachandra V. The Relationship Between Phonological Working Memory, Phonological Sensitivity, and Incidental Word Learning. [Doctoral Dissertation]. Bowling Green State University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1187362187


University of Tennessee – Knoxville

8. Karaman, Ferhat. Incorporating Memory Processes in the Study of Early Language Acquisition.

Degree: 2018, University of Tennessee – Knoxville

 Critical to the learning of any language is the learning of the words in that language. Therefore, an extensive amount of research in language development… (more)

Subjects/Keywords: Language Acquisition; Statistical Learning; Word Learning; Word Segmentation; Infant Memory

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APA (6th Edition):

Karaman, F. (2018). Incorporating Memory Processes in the Study of Early Language Acquisition. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/5031

Chicago Manual of Style (16th Edition):

Karaman, Ferhat. “Incorporating Memory Processes in the Study of Early Language Acquisition.” 2018. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed March 31, 2020. https://trace.tennessee.edu/utk_graddiss/5031.

MLA Handbook (7th Edition):

Karaman, Ferhat. “Incorporating Memory Processes in the Study of Early Language Acquisition.” 2018. Web. 31 Mar 2020.

Vancouver:

Karaman F. Incorporating Memory Processes in the Study of Early Language Acquisition. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2018. [cited 2020 Mar 31]. Available from: https://trace.tennessee.edu/utk_graddiss/5031.

Council of Science Editors:

Karaman F. Incorporating Memory Processes in the Study of Early Language Acquisition. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2018. Available from: https://trace.tennessee.edu/utk_graddiss/5031


University of Notre Dame

9. Susan M Gundersen. How Do Word Meanings in One's First Language Influence Learning of Similar Words in a Second Language?</h1>.

Degree: PhD, Psychology, 2013, University of Notre Dame

  This dissertation outlines two experiments aimed at investigating how adults learn words in a second language (L2) that do not have one exact equivalent… (more)

Subjects/Keywords: semantic overlap; second language acquisition; word learning; lexical semantics; word frequency

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

APA (6th Edition):

Gundersen, S. M. (2013). How Do Word Meanings in One's First Language Influence Learning of Similar Words in a Second Language?</h1>. (Doctoral Dissertation). University of Notre Dame. Retrieved from https://curate.nd.edu/show/v979v12178n

Chicago Manual of Style (16th Edition):

Gundersen, Susan M. “How Do Word Meanings in One's First Language Influence Learning of Similar Words in a Second Language?</h1>.” 2013. Doctoral Dissertation, University of Notre Dame. Accessed March 31, 2020. https://curate.nd.edu/show/v979v12178n.

MLA Handbook (7th Edition):

Gundersen, Susan M. “How Do Word Meanings in One's First Language Influence Learning of Similar Words in a Second Language?</h1>.” 2013. Web. 31 Mar 2020.

Vancouver:

Gundersen SM. How Do Word Meanings in One's First Language Influence Learning of Similar Words in a Second Language?</h1>. [Internet] [Doctoral dissertation]. University of Notre Dame; 2013. [cited 2020 Mar 31]. Available from: https://curate.nd.edu/show/v979v12178n.

Council of Science Editors:

Gundersen SM. How Do Word Meanings in One's First Language Influence Learning of Similar Words in a Second Language?</h1>. [Doctoral Dissertation]. University of Notre Dame; 2013. Available from: https://curate.nd.edu/show/v979v12178n


Addis Ababa University

10. Gudisa, Tesema. Design and Implementation of Predictive Text Entry Method for Afan Oromo on Mobile Phone .

Degree: 2014, Addis Ababa University

 Language is a unique phenomenon that distinguishes man from other living things. It is our primary method of communication with each other, yet very little… (more)

Subjects/Keywords: Word prediction; word completion; machine learning; natural language processing

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APA (6th Edition):

Gudisa, T. (2014). Design and Implementation of Predictive Text Entry Method for Afan Oromo on Mobile Phone . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/4479

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):

Gudisa, Tesema. “Design and Implementation of Predictive Text Entry Method for Afan Oromo on Mobile Phone .” 2014. Thesis, Addis Ababa University. Accessed March 31, 2020. http://etd.aau.edu.et/dspace/handle/123456789/4479.

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

MLA Handbook (7th Edition):

Gudisa, Tesema. “Design and Implementation of Predictive Text Entry Method for Afan Oromo on Mobile Phone .” 2014. Web. 31 Mar 2020.

Vancouver:

Gudisa T. Design and Implementation of Predictive Text Entry Method for Afan Oromo on Mobile Phone . [Internet] [Thesis]. Addis Ababa University; 2014. [cited 2020 Mar 31]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/4479.

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

Council of Science Editors:

Gudisa T. Design and Implementation of Predictive Text Entry Method for Afan Oromo on Mobile Phone . [Thesis]. Addis Ababa University; 2014. Available from: http://etd.aau.edu.et/dspace/handle/123456789/4479

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


University of Edinburgh

11. Whiteley, Anna. Semantic representations and additional material in facilitating learning words in the less preferred modality of deaf children.

Degree: 2006, University of Edinburgh

 Four deaf children’s (mean age = 10 years 10 months) semantic representations of particular vocabulary items were explored in this study. It was intended to… (more)

Subjects/Keywords: semantic representation; preferred modality; BSL; word learning

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

APA (6th Edition):

Whiteley, A. (2006). Semantic representations and additional material in facilitating learning words in the less preferred modality of deaf children. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/2360

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):

Whiteley, Anna. “Semantic representations and additional material in facilitating learning words in the less preferred modality of deaf children.” 2006. Thesis, University of Edinburgh. Accessed March 31, 2020. http://hdl.handle.net/1842/2360.

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

MLA Handbook (7th Edition):

Whiteley, Anna. “Semantic representations and additional material in facilitating learning words in the less preferred modality of deaf children.” 2006. Web. 31 Mar 2020.

Vancouver:

Whiteley A. Semantic representations and additional material in facilitating learning words in the less preferred modality of deaf children. [Internet] [Thesis]. University of Edinburgh; 2006. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/1842/2360.

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

Council of Science Editors:

Whiteley A. Semantic representations and additional material in facilitating learning words in the less preferred modality of deaf children. [Thesis]. University of Edinburgh; 2006. Available from: http://hdl.handle.net/1842/2360

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


University of Rochester

12. Zhao, Shaojun. On word alignment models for statistical machine translation.

Degree: PhD, 2011, University of Rochester

 Machine translation remains the holy grail of computational linguistics. All statistical machine translation systems are built upon the idea of word alignment. While the field… (more)

Subjects/Keywords: Word alignment; Machine translation; Machine learning

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APA (6th Edition):

Zhao, S. (2011). On word alignment models for statistical machine translation. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/14189

Chicago Manual of Style (16th Edition):

Zhao, Shaojun. “On word alignment models for statistical machine translation.” 2011. Doctoral Dissertation, University of Rochester. Accessed March 31, 2020. http://hdl.handle.net/1802/14189.

MLA Handbook (7th Edition):

Zhao, Shaojun. “On word alignment models for statistical machine translation.” 2011. Web. 31 Mar 2020.

Vancouver:

Zhao S. On word alignment models for statistical machine translation. [Internet] [Doctoral dissertation]. University of Rochester; 2011. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/1802/14189.

Council of Science Editors:

Zhao S. On word alignment models for statistical machine translation. [Doctoral Dissertation]. University of Rochester; 2011. Available from: http://hdl.handle.net/1802/14189


University of Kansas

13. Han, Min Kyung. Effects of Neighborhood Density and Noise on Children's Word Learning.

Degree: PhD, Hearing and Speech, 2014, University of Kansas

 Studies show that words are organized with similarity neighborhoods based on similar sound structure. Some words have many similar sounding words, while others have few.… (more)

Subjects/Keywords: Speech therapy; Neighborhood Density; Noise; Word Learning

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

APA (6th Edition):

Han, M. K. (2014). Effects of Neighborhood Density and Noise on Children's Word Learning. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/18398

Chicago Manual of Style (16th Edition):

Han, Min Kyung. “Effects of Neighborhood Density and Noise on Children's Word Learning.” 2014. Doctoral Dissertation, University of Kansas. Accessed March 31, 2020. http://hdl.handle.net/1808/18398.

MLA Handbook (7th Edition):

Han, Min Kyung. “Effects of Neighborhood Density and Noise on Children's Word Learning.” 2014. Web. 31 Mar 2020.

Vancouver:

Han MK. Effects of Neighborhood Density and Noise on Children's Word Learning. [Internet] [Doctoral dissertation]. University of Kansas; 2014. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/1808/18398.

Council of Science Editors:

Han MK. Effects of Neighborhood Density and Noise on Children's Word Learning. [Doctoral Dissertation]. University of Kansas; 2014. Available from: http://hdl.handle.net/1808/18398


Universiteit Utrecht

14. Vos, G. The relationship between nonword repetition and word learning in children with SLI.

Degree: 2012, Universiteit Utrecht

 The aim of this study was to examine the relationship between a nonword repetition task and a word learning task in children with SLI. A… (more)

Subjects/Keywords: nonword repetition; word learning; SLI; children

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

APA (6th Edition):

Vos, G. (2012). The relationship between nonword repetition and word learning in children with SLI. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/257183

Chicago Manual of Style (16th Edition):

Vos, G. “The relationship between nonword repetition and word learning in children with SLI.” 2012. Masters Thesis, Universiteit Utrecht. Accessed March 31, 2020. http://dspace.library.uu.nl:8080/handle/1874/257183.

MLA Handbook (7th Edition):

Vos, G. “The relationship between nonword repetition and word learning in children with SLI.” 2012. Web. 31 Mar 2020.

Vancouver:

Vos G. The relationship between nonword repetition and word learning in children with SLI. [Internet] [Masters thesis]. Universiteit Utrecht; 2012. [cited 2020 Mar 31]. Available from: http://dspace.library.uu.nl:8080/handle/1874/257183.

Council of Science Editors:

Vos G. The relationship between nonword repetition and word learning in children with SLI. [Masters Thesis]. Universiteit Utrecht; 2012. Available from: http://dspace.library.uu.nl:8080/handle/1874/257183


Kent State University

15. Hartin, Travis L. REPRESENTATIONAL INERTIA IN PRESCHOOLERS’ OBJECT LABEL LEARNING.

Degree: MBA, College of Arts and Sciences / Department of Psychology, 2011, Kent State University

 Preschoolers’ object label generalization was hypothesized to be influenced by the representation that they form for an object before a label is introduced for it.… (more)

Subjects/Keywords: Developmental Psychology; preschooler; representation; word learning; language

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APA (6th Edition):

Hartin, T. L. (2011). REPRESENTATIONAL INERTIA IN PRESCHOOLERS’ OBJECT LABEL LEARNING. (Masters Thesis). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1322573040

Chicago Manual of Style (16th Edition):

Hartin, Travis L. “REPRESENTATIONAL INERTIA IN PRESCHOOLERS’ OBJECT LABEL LEARNING.” 2011. Masters Thesis, Kent State University. Accessed March 31, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1322573040.

MLA Handbook (7th Edition):

Hartin, Travis L. “REPRESENTATIONAL INERTIA IN PRESCHOOLERS’ OBJECT LABEL LEARNING.” 2011. Web. 31 Mar 2020.

Vancouver:

Hartin TL. REPRESENTATIONAL INERTIA IN PRESCHOOLERS’ OBJECT LABEL LEARNING. [Internet] [Masters thesis]. Kent State University; 2011. [cited 2020 Mar 31]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1322573040.

Council of Science Editors:

Hartin TL. REPRESENTATIONAL INERTIA IN PRESCHOOLERS’ OBJECT LABEL LEARNING. [Masters Thesis]. Kent State University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1322573040


Washington University in St. Louis

16. Nardos, Binyam. Behavioral and fMRI-based Characterization of Cognitive Processes Supporting Learning and Retrieval of Memory for Words in Young Adults.

Degree: PhD, Biology & Biomedical Sciences (Neurosciences), 2015, Washington University in St. Louis

  A novel word is rarely defined explicitly during the first encounter. With repeated exposure, a decontextualized meaning of the word is integrated into semantic… (more)

Subjects/Keywords: episodic memory; fMRI; semantic memory; word learning

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APA (6th Edition):

Nardos, B. (2015). Behavioral and fMRI-based Characterization of Cognitive Processes Supporting Learning and Retrieval of Memory for Words in Young Adults. (Doctoral Dissertation). Washington University in St. Louis. Retrieved from https://openscholarship.wustl.edu/art_sci_etds/671

Chicago Manual of Style (16th Edition):

Nardos, Binyam. “Behavioral and fMRI-based Characterization of Cognitive Processes Supporting Learning and Retrieval of Memory for Words in Young Adults.” 2015. Doctoral Dissertation, Washington University in St. Louis. Accessed March 31, 2020. https://openscholarship.wustl.edu/art_sci_etds/671.

MLA Handbook (7th Edition):

Nardos, Binyam. “Behavioral and fMRI-based Characterization of Cognitive Processes Supporting Learning and Retrieval of Memory for Words in Young Adults.” 2015. Web. 31 Mar 2020.

Vancouver:

Nardos B. Behavioral and fMRI-based Characterization of Cognitive Processes Supporting Learning and Retrieval of Memory for Words in Young Adults. [Internet] [Doctoral dissertation]. Washington University in St. Louis; 2015. [cited 2020 Mar 31]. Available from: https://openscholarship.wustl.edu/art_sci_etds/671.

Council of Science Editors:

Nardos B. Behavioral and fMRI-based Characterization of Cognitive Processes Supporting Learning and Retrieval of Memory for Words in Young Adults. [Doctoral Dissertation]. Washington University in St. Louis; 2015. Available from: https://openscholarship.wustl.edu/art_sci_etds/671


Washington University in St. Louis

17. Sullivan, Kathleen R. Young Children's Understanding of the Relationship Between Conventionality and Communication.

Degree: PhD, Psychology, 2012, Washington University in St. Louis

  This dissertation explores children's understanding of the conventionality of language, the notion that shared knowledge of the meanings of linguistic symbols enables communication using… (more)

Subjects/Keywords: children; communication; conventionality; language; pragmatics; word learning

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APA (6th Edition):

Sullivan, K. R. (2012). Young Children's Understanding of the Relationship Between Conventionality and Communication. (Doctoral Dissertation). Washington University in St. Louis. Retrieved from https://openscholarship.wustl.edu/etd/1022

Chicago Manual of Style (16th Edition):

Sullivan, Kathleen R. “Young Children's Understanding of the Relationship Between Conventionality and Communication.” 2012. Doctoral Dissertation, Washington University in St. Louis. Accessed March 31, 2020. https://openscholarship.wustl.edu/etd/1022.

MLA Handbook (7th Edition):

Sullivan, Kathleen R. “Young Children's Understanding of the Relationship Between Conventionality and Communication.” 2012. Web. 31 Mar 2020.

Vancouver:

Sullivan KR. Young Children's Understanding of the Relationship Between Conventionality and Communication. [Internet] [Doctoral dissertation]. Washington University in St. Louis; 2012. [cited 2020 Mar 31]. Available from: https://openscholarship.wustl.edu/etd/1022.

Council of Science Editors:

Sullivan KR. Young Children's Understanding of the Relationship Between Conventionality and Communication. [Doctoral Dissertation]. Washington University in St. Louis; 2012. Available from: https://openscholarship.wustl.edu/etd/1022


University of Connecticut

18. Casey, Kelly A. Effects of Auditory and Visual Variability on Word Learning in Children: A Pilot Study.

Degree: MA, Speech, Language, and Hearing Sciences, 2015, University of Connecticut

  For infants, acquiring vocabulary for nouns is a dynamic, complex process that involves pairing an auditory token with a visual referent. This process is… (more)

Subjects/Keywords: auditory variability; visual variability; word learning; children

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APA (6th Edition):

Casey, K. A. (2015). Effects of Auditory and Visual Variability on Word Learning in Children: A Pilot Study. (Masters Thesis). University of Connecticut. Retrieved from https://opencommons.uconn.edu/gs_theses/731

Chicago Manual of Style (16th Edition):

Casey, Kelly A. “Effects of Auditory and Visual Variability on Word Learning in Children: A Pilot Study.” 2015. Masters Thesis, University of Connecticut. Accessed March 31, 2020. https://opencommons.uconn.edu/gs_theses/731.

MLA Handbook (7th Edition):

Casey, Kelly A. “Effects of Auditory and Visual Variability on Word Learning in Children: A Pilot Study.” 2015. Web. 31 Mar 2020.

Vancouver:

Casey KA. Effects of Auditory and Visual Variability on Word Learning in Children: A Pilot Study. [Internet] [Masters thesis]. University of Connecticut; 2015. [cited 2020 Mar 31]. Available from: https://opencommons.uconn.edu/gs_theses/731.

Council of Science Editors:

Casey KA. Effects of Auditory and Visual Variability on Word Learning in Children: A Pilot Study. [Masters Thesis]. University of Connecticut; 2015. Available from: https://opencommons.uconn.edu/gs_theses/731

19. Tsui, Sin Mei. Statistical Learning in a Bilingual Environment .

Degree: 2018, University of Ottawa

 Statistical learning refers to the ability to track regular patterns in sensory input from ambient environments. This learning mechanism can exploit a wide range of… (more)

Subjects/Keywords: Psychology; Statistical learning; Word segmentation; Bilingualism

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APA (6th Edition):

Tsui, S. M. (2018). Statistical Learning in a Bilingual Environment . (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/38048

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):

Tsui, Sin Mei. “Statistical Learning in a Bilingual Environment .” 2018. Thesis, University of Ottawa. Accessed March 31, 2020. http://hdl.handle.net/10393/38048.

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

MLA Handbook (7th Edition):

Tsui, Sin Mei. “Statistical Learning in a Bilingual Environment .” 2018. Web. 31 Mar 2020.

Vancouver:

Tsui SM. Statistical Learning in a Bilingual Environment . [Internet] [Thesis]. University of Ottawa; 2018. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/10393/38048.

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

Council of Science Editors:

Tsui SM. Statistical Learning in a Bilingual Environment . [Thesis]. University of Ottawa; 2018. Available from: http://hdl.handle.net/10393/38048

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


Vanderbilt University

20. Jimenez, Sofia Renee. Preschoolersâ word learning and story comprehension during shared book reading.

Degree: MS, Psychology, 2015, Vanderbilt University

 Providing vocabulary instruction during book reading is an effective way to support word learning for preschool-aged children. We test the placement of such instruction to… (more)

Subjects/Keywords: individual differences; joint-book reading; word learning

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APA (6th Edition):

Jimenez, S. R. (2015). Preschoolersâ word learning and story comprehension during shared book reading. (Masters Thesis). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-07152015-132051/ ;

Chicago Manual of Style (16th Edition):

Jimenez, Sofia Renee. “Preschoolersâ word learning and story comprehension during shared book reading.” 2015. Masters Thesis, Vanderbilt University. Accessed March 31, 2020. http://etd.library.vanderbilt.edu/available/etd-07152015-132051/ ;.

MLA Handbook (7th Edition):

Jimenez, Sofia Renee. “Preschoolersâ word learning and story comprehension during shared book reading.” 2015. Web. 31 Mar 2020.

Vancouver:

Jimenez SR. Preschoolersâ word learning and story comprehension during shared book reading. [Internet] [Masters thesis]. Vanderbilt University; 2015. [cited 2020 Mar 31]. Available from: http://etd.library.vanderbilt.edu/available/etd-07152015-132051/ ;.

Council of Science Editors:

Jimenez SR. Preschoolersâ word learning and story comprehension during shared book reading. [Masters Thesis]. Vanderbilt University; 2015. Available from: http://etd.library.vanderbilt.edu/available/etd-07152015-132051/ ;

21. Spencer, Elizabeth J. Part-term Learning in Preschool Children with Low Socioeconomic Status.

Degree: PhD, Hearing and Speech Sciences, 2009, Vanderbilt University

 The goal of this study was to examine word learning in preschool children with low socioeconomic status (SES) to inform an understanding of the limited… (more)

Subjects/Keywords: Word Learning

…of spontaneous language. Other methods such as experimental word learning tasks are… …part of the process of word learning: fast mapping. Fast mapping refers to the rapid… …intriguing aspect of word learning: the first 'guesses' that children make about the… …meaning of a word. Fast mapping tasks provide a unique opportunity to examine word learning in a… …then measure the influence of the condition by assessing children’s word learning. Further… 

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APA (6th Edition):

Spencer, E. J. (2009). Part-term Learning in Preschool Children with Low Socioeconomic Status. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-08202009-122100/ ;

Chicago Manual of Style (16th Edition):

Spencer, Elizabeth J. “Part-term Learning in Preschool Children with Low Socioeconomic Status.” 2009. Doctoral Dissertation, Vanderbilt University. Accessed March 31, 2020. http://etd.library.vanderbilt.edu/available/etd-08202009-122100/ ;.

MLA Handbook (7th Edition):

Spencer, Elizabeth J. “Part-term Learning in Preschool Children with Low Socioeconomic Status.” 2009. Web. 31 Mar 2020.

Vancouver:

Spencer EJ. Part-term Learning in Preschool Children with Low Socioeconomic Status. [Internet] [Doctoral dissertation]. Vanderbilt University; 2009. [cited 2020 Mar 31]. Available from: http://etd.library.vanderbilt.edu/available/etd-08202009-122100/ ;.

Council of Science Editors:

Spencer EJ. Part-term Learning in Preschool Children with Low Socioeconomic Status. [Doctoral Dissertation]. Vanderbilt University; 2009. Available from: http://etd.library.vanderbilt.edu/available/etd-08202009-122100/ ;


Vanderbilt University

22. Jimenez, Sofia Renee. Preschoolers' curiosity about novel words.

Degree: PhD, Psychology, 2018, Vanderbilt University

 Children who become curious about wordsâ meanings may be making active, self-directed attempts at learning those words, but little is known about whether they have… (more)

Subjects/Keywords: lexical awareness; word acquisition; active learning

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APA (6th Edition):

Jimenez, S. R. (2018). Preschoolers' curiosity about novel words. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-08202018-233414/ ;

Chicago Manual of Style (16th Edition):

Jimenez, Sofia Renee. “Preschoolers' curiosity about novel words.” 2018. Doctoral Dissertation, Vanderbilt University. Accessed March 31, 2020. http://etd.library.vanderbilt.edu/available/etd-08202018-233414/ ;.

MLA Handbook (7th Edition):

Jimenez, Sofia Renee. “Preschoolers' curiosity about novel words.” 2018. Web. 31 Mar 2020.

Vancouver:

Jimenez SR. Preschoolers' curiosity about novel words. [Internet] [Doctoral dissertation]. Vanderbilt University; 2018. [cited 2020 Mar 31]. Available from: http://etd.library.vanderbilt.edu/available/etd-08202018-233414/ ;.

Council of Science Editors:

Jimenez SR. Preschoolers' curiosity about novel words. [Doctoral Dissertation]. Vanderbilt University; 2018. Available from: http://etd.library.vanderbilt.edu/available/etd-08202018-233414/ ;


University of North Texas

23. Dandala, Bharath. Multilingual Word Sense Disambiguation Using Wikipedia.

Degree: 2013, University of North Texas

 Ambiguity is inherent to human language. In particular, word sense ambiguity is prevalent in all natural languages, with a large number of the words in… (more)

Subjects/Keywords: Wikipedia; word sense disambiguation; supervised learning; multilingual

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APA (6th Edition):

Dandala, B. (2013). Multilingual Word Sense Disambiguation Using Wikipedia. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc500036/

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):

Dandala, Bharath. “Multilingual Word Sense Disambiguation Using Wikipedia.” 2013. Thesis, University of North Texas. Accessed March 31, 2020. https://digital.library.unt.edu/ark:/67531/metadc500036/.

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

MLA Handbook (7th Edition):

Dandala, Bharath. “Multilingual Word Sense Disambiguation Using Wikipedia.” 2013. Web. 31 Mar 2020.

Vancouver:

Dandala B. Multilingual Word Sense Disambiguation Using Wikipedia. [Internet] [Thesis]. University of North Texas; 2013. [cited 2020 Mar 31]. Available from: https://digital.library.unt.edu/ark:/67531/metadc500036/.

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

Council of Science Editors:

Dandala B. Multilingual Word Sense Disambiguation Using Wikipedia. [Thesis]. University of North Texas; 2013. Available from: https://digital.library.unt.edu/ark:/67531/metadc500036/

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


University of Arizona

24. Garcia, Jazmynn. Technology and Language Learning: Assessing the Influence of Prior iPad Experience .

Degree: 2019, University of Arizona

 The current study investigates the relationship between children’s perceptions of what an iPad does and their ability to efficiently use it for educational purposes. Specifically,… (more)

Subjects/Keywords: Categorization; E-Book; Familiarization; iPad; Word Learning

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APA (6th Edition):

Garcia, J. (2019). Technology and Language Learning: Assessing the Influence of Prior iPad Experience . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/634314

Chicago Manual of Style (16th Edition):

Garcia, Jazmynn. “Technology and Language Learning: Assessing the Influence of Prior iPad Experience .” 2019. Masters Thesis, University of Arizona. Accessed March 31, 2020. http://hdl.handle.net/10150/634314.

MLA Handbook (7th Edition):

Garcia, Jazmynn. “Technology and Language Learning: Assessing the Influence of Prior iPad Experience .” 2019. Web. 31 Mar 2020.

Vancouver:

Garcia J. Technology and Language Learning: Assessing the Influence of Prior iPad Experience . [Internet] [Masters thesis]. University of Arizona; 2019. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/10150/634314.

Council of Science Editors:

Garcia J. Technology and Language Learning: Assessing the Influence of Prior iPad Experience . [Masters Thesis]. University of Arizona; 2019. Available from: http://hdl.handle.net/10150/634314


Princeton University

25. Schwab, Jessica Feigenbaum. Specific Structural Features of Child-Directed Speech Support Young Children's Word Learning .

Degree: PhD, 2018, Princeton University

 Young children who hear more child-directed speech (CDS) tend to have larger vocabularies later in childhood (e.g., Ramírez-Esparza, García-Sierra, & Kuhl, 2014; Weisleder & Fernald,… (more)

Subjects/Keywords: Child-directed speech; Language development; Word learning

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APA (6th Edition):

Schwab, J. F. (2018). Specific Structural Features of Child-Directed Speech Support Young Children's Word Learning . (Doctoral Dissertation). Princeton University. Retrieved from http://arks.princeton.edu/ark:/88435/dsp01rb68xf55v

Chicago Manual of Style (16th Edition):

Schwab, Jessica Feigenbaum. “Specific Structural Features of Child-Directed Speech Support Young Children's Word Learning .” 2018. Doctoral Dissertation, Princeton University. Accessed March 31, 2020. http://arks.princeton.edu/ark:/88435/dsp01rb68xf55v.

MLA Handbook (7th Edition):

Schwab, Jessica Feigenbaum. “Specific Structural Features of Child-Directed Speech Support Young Children's Word Learning .” 2018. Web. 31 Mar 2020.

Vancouver:

Schwab JF. Specific Structural Features of Child-Directed Speech Support Young Children's Word Learning . [Internet] [Doctoral dissertation]. Princeton University; 2018. [cited 2020 Mar 31]. Available from: http://arks.princeton.edu/ark:/88435/dsp01rb68xf55v.

Council of Science Editors:

Schwab JF. Specific Structural Features of Child-Directed Speech Support Young Children's Word Learning . [Doctoral Dissertation]. Princeton University; 2018. Available from: http://arks.princeton.edu/ark:/88435/dsp01rb68xf55v


Virginia Tech

26. Mills-Smith, Laura. Eye Gaze Does Not Attenuate Cognitive Load on 14-Month-Olds' Word-Object Associative Learning for Minimal Pairs.

Degree: MS, Psychology, 2013, Virginia Tech

 It is well established in developmental science that 14-month-old infants have significant difficulty associating pairs of objects with pairs of words that differ by a… (more)

Subjects/Keywords: Social Attention; Word Learning; Habituation; Switch Task

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APA (6th Edition):

Mills-Smith, L. (2013). Eye Gaze Does Not Attenuate Cognitive Load on 14-Month-Olds' Word-Object Associative Learning for Minimal Pairs. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/32779

Chicago Manual of Style (16th Edition):

Mills-Smith, Laura. “Eye Gaze Does Not Attenuate Cognitive Load on 14-Month-Olds' Word-Object Associative Learning for Minimal Pairs.” 2013. Masters Thesis, Virginia Tech. Accessed March 31, 2020. http://hdl.handle.net/10919/32779.

MLA Handbook (7th Edition):

Mills-Smith, Laura. “Eye Gaze Does Not Attenuate Cognitive Load on 14-Month-Olds' Word-Object Associative Learning for Minimal Pairs.” 2013. Web. 31 Mar 2020.

Vancouver:

Mills-Smith L. Eye Gaze Does Not Attenuate Cognitive Load on 14-Month-Olds' Word-Object Associative Learning for Minimal Pairs. [Internet] [Masters thesis]. Virginia Tech; 2013. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/10919/32779.

Council of Science Editors:

Mills-Smith L. Eye Gaze Does Not Attenuate Cognitive Load on 14-Month-Olds' Word-Object Associative Learning for Minimal Pairs. [Masters Thesis]. Virginia Tech; 2013. Available from: http://hdl.handle.net/10919/32779


University of Iowa

27. Rost, Gwyneth Campbell. Object categories provide semantic representation for 3-year-olds' word learning.

Degree: PhD, Speech and Hearing Science, 2011, University of Iowa

Word learning implies learning of both a phonological form and its referent. For nouns, the referent is typically a category of objects, with variability… (more)

Subjects/Keywords: Categorization; Word Learning; Speech and Hearing Science

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APA (6th Edition):

Rost, G. C. (2011). Object categories provide semantic representation for 3-year-olds' word learning. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/2764

Chicago Manual of Style (16th Edition):

Rost, Gwyneth Campbell. “Object categories provide semantic representation for 3-year-olds' word learning.” 2011. Doctoral Dissertation, University of Iowa. Accessed March 31, 2020. https://ir.uiowa.edu/etd/2764.

MLA Handbook (7th Edition):

Rost, Gwyneth Campbell. “Object categories provide semantic representation for 3-year-olds' word learning.” 2011. Web. 31 Mar 2020.

Vancouver:

Rost GC. Object categories provide semantic representation for 3-year-olds' word learning. [Internet] [Doctoral dissertation]. University of Iowa; 2011. [cited 2020 Mar 31]. Available from: https://ir.uiowa.edu/etd/2764.

Council of Science Editors:

Rost GC. Object categories provide semantic representation for 3-year-olds' word learning. [Doctoral Dissertation]. University of Iowa; 2011. Available from: https://ir.uiowa.edu/etd/2764


Brigham Young University

28. Jia, Hongyi. Identifying How Successful Vocabulary-Learning Strategies Affect Reading Comprehension among Intermediate Learners of Mandarin Chinese.

Degree: MA, 2011, Brigham Young University

  The Chinese language has become an increasingly important Asian language for American students and more and more of them have a desire to learn… (more)

Subjects/Keywords: reading comprehension; Chinese foreign language (CFL) learners; word learning strategy; contextualized word learning; pre-learning; and word list learning; Other Languages, Societies, and Cultures

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APA (6th Edition):

Jia, H. (2011). Identifying How Successful Vocabulary-Learning Strategies Affect Reading Comprehension among Intermediate Learners of Mandarin Chinese. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3819&context=etd

Chicago Manual of Style (16th Edition):

Jia, Hongyi. “Identifying How Successful Vocabulary-Learning Strategies Affect Reading Comprehension among Intermediate Learners of Mandarin Chinese.” 2011. Masters Thesis, Brigham Young University. Accessed March 31, 2020. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3819&context=etd.

MLA Handbook (7th Edition):

Jia, Hongyi. “Identifying How Successful Vocabulary-Learning Strategies Affect Reading Comprehension among Intermediate Learners of Mandarin Chinese.” 2011. Web. 31 Mar 2020.

Vancouver:

Jia H. Identifying How Successful Vocabulary-Learning Strategies Affect Reading Comprehension among Intermediate Learners of Mandarin Chinese. [Internet] [Masters thesis]. Brigham Young University; 2011. [cited 2020 Mar 31]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3819&context=etd.

Council of Science Editors:

Jia H. Identifying How Successful Vocabulary-Learning Strategies Affect Reading Comprehension among Intermediate Learners of Mandarin Chinese. [Masters Thesis]. Brigham Young University; 2011. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3819&context=etd


University of Southern California

29. Wang, Felix Hao. Learning about word learning in ambiguous situations.

Degree: MA, Psychology, 2014, University of Southern California

 How learners map words to meanings is a central question in language acquisition. Yu & Smith (2007) presented evidence that humans are able to use… (more)

Subjects/Keywords: word learning; language acquisition; cognitive psychology; memory; hypothesis testing; associative learning

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APA (6th Edition):

Wang, F. H. (2014). Learning about word learning in ambiguous situations. (Masters Thesis). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/438158/rec/3775

Chicago Manual of Style (16th Edition):

Wang, Felix Hao. “Learning about word learning in ambiguous situations.” 2014. Masters Thesis, University of Southern California. Accessed March 31, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/438158/rec/3775.

MLA Handbook (7th Edition):

Wang, Felix Hao. “Learning about word learning in ambiguous situations.” 2014. Web. 31 Mar 2020.

Vancouver:

Wang FH. Learning about word learning in ambiguous situations. [Internet] [Masters thesis]. University of Southern California; 2014. [cited 2020 Mar 31]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/438158/rec/3775.

Council of Science Editors:

Wang FH. Learning about word learning in ambiguous situations. [Masters Thesis]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/438158/rec/3775


University of Colorado

30. Sims, Clare Elizabeth. Toddlers’ Word and Category Learning from Video: Links Between Learning and the Screen Mediated Environment.

Degree: PhD, Psychology & Neuroscience, 2013, University of Colorado

  Screen media, such as television, videos, and computers, are an increasingly common environment for children’s learning, even among infants and toddlers. Prior research suggests,… (more)

Subjects/Keywords: category learning; screen media; word learning; Cognitive Psychology; Developmental Psychology

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APA (6th Edition):

Sims, C. E. (2013). Toddlers’ Word and Category Learning from Video: Links Between Learning and the Screen Mediated Environment. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/psyc_gradetds/39

Chicago Manual of Style (16th Edition):

Sims, Clare Elizabeth. “Toddlers’ Word and Category Learning from Video: Links Between Learning and the Screen Mediated Environment.” 2013. Doctoral Dissertation, University of Colorado. Accessed March 31, 2020. https://scholar.colorado.edu/psyc_gradetds/39.

MLA Handbook (7th Edition):

Sims, Clare Elizabeth. “Toddlers’ Word and Category Learning from Video: Links Between Learning and the Screen Mediated Environment.” 2013. Web. 31 Mar 2020.

Vancouver:

Sims CE. Toddlers’ Word and Category Learning from Video: Links Between Learning and the Screen Mediated Environment. [Internet] [Doctoral dissertation]. University of Colorado; 2013. [cited 2020 Mar 31]. Available from: https://scholar.colorado.edu/psyc_gradetds/39.

Council of Science Editors:

Sims CE. Toddlers’ Word and Category Learning from Video: Links Between Learning and the Screen Mediated Environment. [Doctoral Dissertation]. University of Colorado; 2013. Available from: https://scholar.colorado.edu/psyc_gradetds/39

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