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You searched for subject:(child language). Showing records 1 – 30 of 521 total matches.

[1] [2] [3] [4] [5] … [18]

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University of Missouri – Columbia

1. Brady, Kathryn W. Clues to meaning: exploring potential effects of paired, congruent cues on toddlers' word learning.

Degree: 2009, University of Missouri – Columbia

 Although many researchers believe that toddlers use multiple cues to map words to meanings, most empirical studies of word learning focus on toddlers' use of… (more)

Subjects/Keywords: Child Language; Cues; Child, Preschool; Learning; Vocabulary

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

APA (6th Edition):

Brady, K. W. (2009). Clues to meaning: exploring potential effects of paired, congruent cues on toddlers' word learning. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/7020

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):

Brady, Kathryn W. “Clues to meaning: exploring potential effects of paired, congruent cues on toddlers' word learning.” 2009. Thesis, University of Missouri – Columbia. Accessed December 08, 2019. http://hdl.handle.net/10355/7020.

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

MLA Handbook (7th Edition):

Brady, Kathryn W. “Clues to meaning: exploring potential effects of paired, congruent cues on toddlers' word learning.” 2009. Web. 08 Dec 2019.

Vancouver:

Brady KW. Clues to meaning: exploring potential effects of paired, congruent cues on toddlers' word learning. [Internet] [Thesis]. University of Missouri – Columbia; 2009. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/10355/7020.

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

Council of Science Editors:

Brady KW. Clues to meaning: exploring potential effects of paired, congruent cues on toddlers' word learning. [Thesis]. University of Missouri – Columbia; 2009. Available from: http://hdl.handle.net/10355/7020

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


Louisiana State University

2. Alfandre, Danielle Rachel. The interdependence of modality and Theory of Mind.

Degree: PhD, Linguistics, 2010, Louisiana State University

 Modality is traditionally defined as the expression of possibility or necessity. In English, modality is expressed by the modal auxiliaries such as can, would, should,… (more)

Subjects/Keywords: modal elicitation; child language acquisition

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APA (6th Edition):

Alfandre, D. R. (2010). The interdependence of modality and Theory of Mind. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-06042010-232315 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2165

Chicago Manual of Style (16th Edition):

Alfandre, Danielle Rachel. “The interdependence of modality and Theory of Mind.” 2010. Doctoral Dissertation, Louisiana State University. Accessed December 08, 2019. etd-06042010-232315 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2165.

MLA Handbook (7th Edition):

Alfandre, Danielle Rachel. “The interdependence of modality and Theory of Mind.” 2010. Web. 08 Dec 2019.

Vancouver:

Alfandre DR. The interdependence of modality and Theory of Mind. [Internet] [Doctoral dissertation]. Louisiana State University; 2010. [cited 2019 Dec 08]. Available from: etd-06042010-232315 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2165.

Council of Science Editors:

Alfandre DR. The interdependence of modality and Theory of Mind. [Doctoral Dissertation]. Louisiana State University; 2010. Available from: etd-06042010-232315 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2165


Louisiana State University

3. Downey, Carlton M. Child acquisition of referring expressions.

Degree: PhD, Communication Sciences and Disorders, 2010, Louisiana State University

 Children, like adults, use referring expressions to refer to specific objects, events, or people. Research has provided insights into how children use referring expressions and… (more)

Subjects/Keywords: referring expressions; acquisition; child language

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APA (6th Edition):

Downey, C. M. (2010). Child acquisition of referring expressions. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-04202010-235906 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1405

Chicago Manual of Style (16th Edition):

Downey, Carlton M. “Child acquisition of referring expressions.” 2010. Doctoral Dissertation, Louisiana State University. Accessed December 08, 2019. etd-04202010-235906 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1405.

MLA Handbook (7th Edition):

Downey, Carlton M. “Child acquisition of referring expressions.” 2010. Web. 08 Dec 2019.

Vancouver:

Downey CM. Child acquisition of referring expressions. [Internet] [Doctoral dissertation]. Louisiana State University; 2010. [cited 2019 Dec 08]. Available from: etd-04202010-235906 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1405.

Council of Science Editors:

Downey CM. Child acquisition of referring expressions. [Doctoral Dissertation]. Louisiana State University; 2010. Available from: etd-04202010-235906 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1405


UCLA

4. Martinez, Krissia. In Between Language and Health: Children’s experiences brokering language, culture, and information for health.

Degree: Education, 2019, UCLA

 In recent decades the term child language brokering has been used to describe the linguistic and cultural mediation and work of bilingual children to help… (more)

Subjects/Keywords: Education; Child Language Brokering

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

APA (6th Edition):

Martinez, K. (2019). In Between Language and Health: Children’s experiences brokering language, culture, and information for health. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/7j77f2ms

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):

Martinez, Krissia. “In Between Language and Health: Children’s experiences brokering language, culture, and information for health.” 2019. Thesis, UCLA. Accessed December 08, 2019. http://www.escholarship.org/uc/item/7j77f2ms.

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

MLA Handbook (7th Edition):

Martinez, Krissia. “In Between Language and Health: Children’s experiences brokering language, culture, and information for health.” 2019. Web. 08 Dec 2019.

Vancouver:

Martinez K. In Between Language and Health: Children’s experiences brokering language, culture, and information for health. [Internet] [Thesis]. UCLA; 2019. [cited 2019 Dec 08]. Available from: http://www.escholarship.org/uc/item/7j77f2ms.

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

Council of Science Editors:

Martinez K. In Between Language and Health: Children’s experiences brokering language, culture, and information for health. [Thesis]. UCLA; 2019. Available from: http://www.escholarship.org/uc/item/7j77f2ms

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


University of New Mexico

5. Rao, Anita. La Quiero Ver~Quiero Verla: Monolingual and bilingual children's variable clitic placement.

Degree: Department of Linguistics, 2015, University of New Mexico

 This study addresses whether/how monolingual and bilingual Spanish-speaking children differ in their acquisition of grammar by examining direct object clitics in contexts where either proclisis… (more)

Subjects/Keywords: Child language; bilingualism; clitics; Spanish

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APA (6th Edition):

Rao, A. (2015). La Quiero Ver~Quiero Verla: Monolingual and bilingual children's variable clitic placement. (Masters Thesis). University of New Mexico. Retrieved from https://digitalrepository.unm.edu/ling_etds/27

Chicago Manual of Style (16th Edition):

Rao, Anita. “La Quiero Ver~Quiero Verla: Monolingual and bilingual children's variable clitic placement.” 2015. Masters Thesis, University of New Mexico. Accessed December 08, 2019. https://digitalrepository.unm.edu/ling_etds/27.

MLA Handbook (7th Edition):

Rao, Anita. “La Quiero Ver~Quiero Verla: Monolingual and bilingual children's variable clitic placement.” 2015. Web. 08 Dec 2019.

Vancouver:

Rao A. La Quiero Ver~Quiero Verla: Monolingual and bilingual children's variable clitic placement. [Internet] [Masters thesis]. University of New Mexico; 2015. [cited 2019 Dec 08]. Available from: https://digitalrepository.unm.edu/ling_etds/27.

Council of Science Editors:

Rao A. La Quiero Ver~Quiero Verla: Monolingual and bilingual children's variable clitic placement. [Masters Thesis]. University of New Mexico; 2015. Available from: https://digitalrepository.unm.edu/ling_etds/27


University of Minnesota

6. Kriese, Amanda. Examination of Metalinguistic Skills in 3- to 8-Year Old Children with Low Language Abilities.

Degree: MA, Speech-Language-Hearing Sciences, 2019, University of Minnesota

 The current study examined the metalinguistic skills of children aged 3- to 8-years of age with low language abilities. The study aimed to determine if… (more)

Subjects/Keywords: Child Language; Metalinguistic Skills

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

APA (6th Edition):

Kriese, A. (2019). Examination of Metalinguistic Skills in 3- to 8-Year Old Children with Low Language Abilities. (Masters Thesis). University of Minnesota. Retrieved from http://hdl.handle.net/11299/206160

Chicago Manual of Style (16th Edition):

Kriese, Amanda. “Examination of Metalinguistic Skills in 3- to 8-Year Old Children with Low Language Abilities.” 2019. Masters Thesis, University of Minnesota. Accessed December 08, 2019. http://hdl.handle.net/11299/206160.

MLA Handbook (7th Edition):

Kriese, Amanda. “Examination of Metalinguistic Skills in 3- to 8-Year Old Children with Low Language Abilities.” 2019. Web. 08 Dec 2019.

Vancouver:

Kriese A. Examination of Metalinguistic Skills in 3- to 8-Year Old Children with Low Language Abilities. [Internet] [Masters thesis]. University of Minnesota; 2019. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/11299/206160.

Council of Science Editors:

Kriese A. Examination of Metalinguistic Skills in 3- to 8-Year Old Children with Low Language Abilities. [Masters Thesis]. University of Minnesota; 2019. Available from: http://hdl.handle.net/11299/206160


University of California – Santa Cruz

7. Menjivar, Jennifer. Do Children Selectively Display Prosocial Behaviors Towards Members of their Linguistic Ingroup?.

Degree: Psychology, 2013, University of California – Santa Cruz

 Recent research has shown that young children are biased in favor of speakers of their native language (Kinzler, Dupoux, & Spelke, 2007). The current studies… (more)

Subjects/Keywords: Developmental psychology; child development; foreign language; language; language bias; language development

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

APA (6th Edition):

Menjivar, J. (2013). Do Children Selectively Display Prosocial Behaviors Towards Members of their Linguistic Ingroup?. (Thesis). University of California – Santa Cruz. Retrieved from http://www.escholarship.org/uc/item/5dg703bb

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):

Menjivar, Jennifer. “Do Children Selectively Display Prosocial Behaviors Towards Members of their Linguistic Ingroup?.” 2013. Thesis, University of California – Santa Cruz. Accessed December 08, 2019. http://www.escholarship.org/uc/item/5dg703bb.

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

MLA Handbook (7th Edition):

Menjivar, Jennifer. “Do Children Selectively Display Prosocial Behaviors Towards Members of their Linguistic Ingroup?.” 2013. Web. 08 Dec 2019.

Vancouver:

Menjivar J. Do Children Selectively Display Prosocial Behaviors Towards Members of their Linguistic Ingroup?. [Internet] [Thesis]. University of California – Santa Cruz; 2013. [cited 2019 Dec 08]. Available from: http://www.escholarship.org/uc/item/5dg703bb.

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

Council of Science Editors:

Menjivar J. Do Children Selectively Display Prosocial Behaviors Towards Members of their Linguistic Ingroup?. [Thesis]. University of California – Santa Cruz; 2013. Available from: http://www.escholarship.org/uc/item/5dg703bb

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


University of Rochester

8. Austin, Alison C. (1980 - ). When children learn more than what they are taught : regularization in child and adult learners.

Degree: PhD, 2010, University of Rochester

 When linguistic input provides inconsistent evidence for grammatical structures, children tend to regularize. For example, children learning languages from parents who are imperfect users of… (more)

Subjects/Keywords: Language acquisition; Language development; Artificial language; Child language learning; Determiners

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APA (6th Edition):

Austin, A. C. (. -. ). (2010). When children learn more than what they are taught : regularization in child and adult learners. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/12686

Chicago Manual of Style (16th Edition):

Austin, Alison C (1980 - ). “When children learn more than what they are taught : regularization in child and adult learners.” 2010. Doctoral Dissertation, University of Rochester. Accessed December 08, 2019. http://hdl.handle.net/1802/12686.

MLA Handbook (7th Edition):

Austin, Alison C (1980 - ). “When children learn more than what they are taught : regularization in child and adult learners.” 2010. Web. 08 Dec 2019.

Vancouver:

Austin AC(-). When children learn more than what they are taught : regularization in child and adult learners. [Internet] [Doctoral dissertation]. University of Rochester; 2010. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/1802/12686.

Council of Science Editors:

Austin AC(-). When children learn more than what they are taught : regularization in child and adult learners. [Doctoral Dissertation]. University of Rochester; 2010. Available from: http://hdl.handle.net/1802/12686


Nelson Mandela Metropolitan University

9. Erasmus, Ronell. An evaluation of the questions posed to child witnesses in court to determine whether they are developmentally appropriate.

Degree: Faculty of Law, 2008, Nelson Mandela Metropolitan University

 Children are often required to testify viva voce in criminal trials. The question arises whether children understand what is communicated to them during their testimony… (more)

Subjects/Keywords: Child witnesses  – South Africa; Law  – Language

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APA (6th Edition):

Erasmus, R. (2008). An evaluation of the questions posed to child witnesses in court to determine whether they are developmentally appropriate. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/747

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):

Erasmus, Ronell. “An evaluation of the questions posed to child witnesses in court to determine whether they are developmentally appropriate.” 2008. Thesis, Nelson Mandela Metropolitan University. Accessed December 08, 2019. http://hdl.handle.net/10948/747.

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

MLA Handbook (7th Edition):

Erasmus, Ronell. “An evaluation of the questions posed to child witnesses in court to determine whether they are developmentally appropriate.” 2008. Web. 08 Dec 2019.

Vancouver:

Erasmus R. An evaluation of the questions posed to child witnesses in court to determine whether they are developmentally appropriate. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2008. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/10948/747.

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

Council of Science Editors:

Erasmus R. An evaluation of the questions posed to child witnesses in court to determine whether they are developmentally appropriate. [Thesis]. Nelson Mandela Metropolitan University; 2008. Available from: http://hdl.handle.net/10948/747

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

10. Choe, Jin Sun. Children seem to know raising : raising and intervention in child language.

Degree: 2016, University of Hawaii – Manoa

Ph.D. University of Hawaii at Manoa 2012.

English-speaking children exhibit difficulty in their comprehension of raising patterns, such as (1), in which the NP the… (more)

Subjects/Keywords: child language

…56 4.2.1 Child-directed speech… …57 4.2.2 Child-produced speech… …144 ix Appendix A: Unraised with an experiencer in child-directed speech… …146 Appendix B: Raised with an experiencer in child-directed speech… …sentences in child-directed speech.............................................................58… 

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APA (6th Edition):

Choe, J. S. (2016). Children seem to know raising : raising and intervention in child language. (Thesis). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/100906

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):

Choe, Jin Sun. “Children seem to know raising : raising and intervention in child language.” 2016. Thesis, University of Hawaii – Manoa. Accessed December 08, 2019. http://hdl.handle.net/10125/100906.

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

MLA Handbook (7th Edition):

Choe, Jin Sun. “Children seem to know raising : raising and intervention in child language.” 2016. Web. 08 Dec 2019.

Vancouver:

Choe JS. Children seem to know raising : raising and intervention in child language. [Internet] [Thesis]. University of Hawaii – Manoa; 2016. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/10125/100906.

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

Council of Science Editors:

Choe JS. Children seem to know raising : raising and intervention in child language. [Thesis]. University of Hawaii – Manoa; 2016. Available from: http://hdl.handle.net/10125/100906

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


UCLA

11. Ward, Nancy Ann. The role of modality and register in imitation by adults and children.

Degree: Linguistics, 2013, UCLA

 Research has shown that both adults and children will imitate acoustic properties of the speech around them. In fact, studies on adults have shown that… (more)

Subjects/Keywords: Linguistics; audiovisual; child-language; imitation; phonetics

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APA (6th Edition):

Ward, N. A. (2013). The role of modality and register in imitation by adults and children. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/9bw2b830

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):

Ward, Nancy Ann. “The role of modality and register in imitation by adults and children.” 2013. Thesis, UCLA. Accessed December 08, 2019. http://www.escholarship.org/uc/item/9bw2b830.

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

MLA Handbook (7th Edition):

Ward, Nancy Ann. “The role of modality and register in imitation by adults and children.” 2013. Web. 08 Dec 2019.

Vancouver:

Ward NA. The role of modality and register in imitation by adults and children. [Internet] [Thesis]. UCLA; 2013. [cited 2019 Dec 08]. Available from: http://www.escholarship.org/uc/item/9bw2b830.

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

Council of Science Editors:

Ward NA. The role of modality and register in imitation by adults and children. [Thesis]. UCLA; 2013. Available from: http://www.escholarship.org/uc/item/9bw2b830

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


University of Debrecen

12. Gulyás, Dávid. The acquisition of logical concepts in the centre of nature versus nurture debate .

Degree: DE – TEK – Bölcsészettudományi Kar, 2013, University of Debrecen

 My study investigates two approaches that emerged in the study of child language, aiming to find an answer for this question: the experience-based approach and… (more)

Subjects/Keywords: child language; nativist approach; nature vs. nurture

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APA (6th Edition):

Gulyás, D. (2013). The acquisition of logical concepts in the centre of nature versus nurture debate . (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/166557

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):

Gulyás, Dávid. “The acquisition of logical concepts in the centre of nature versus nurture debate .” 2013. Thesis, University of Debrecen. Accessed December 08, 2019. http://hdl.handle.net/2437/166557.

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

MLA Handbook (7th Edition):

Gulyás, Dávid. “The acquisition of logical concepts in the centre of nature versus nurture debate .” 2013. Web. 08 Dec 2019.

Vancouver:

Gulyás D. The acquisition of logical concepts in the centre of nature versus nurture debate . [Internet] [Thesis]. University of Debrecen; 2013. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/2437/166557.

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

Council of Science Editors:

Gulyás D. The acquisition of logical concepts in the centre of nature versus nurture debate . [Thesis]. University of Debrecen; 2013. Available from: http://hdl.handle.net/2437/166557

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


University of Debrecen

13. Nagy, Adrienn. First Language Acquisition: English and Hungarian .

Degree: DE – Bölcsészettudományi Kar, University of Debrecen

 The main purpose of my thesis is to introduce the topic of first language acquisition. Mainly the acquisition of the Hungarian language compared to the… (more)

Subjects/Keywords: Child-language; acquisition

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APA (6th Edition):

Nagy, A. (n.d.). First Language Acquisition: English and Hungarian . (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/240651

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Nagy, Adrienn. “First Language Acquisition: English and Hungarian .” Thesis, University of Debrecen. Accessed December 08, 2019. http://hdl.handle.net/2437/240651.

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Nagy, Adrienn. “First Language Acquisition: English and Hungarian .” Web. 08 Dec 2019.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

Nagy A. First Language Acquisition: English and Hungarian . [Internet] [Thesis]. University of Debrecen; [cited 2019 Dec 08]. Available from: http://hdl.handle.net/2437/240651.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Council of Science Editors:

Nagy A. First Language Acquisition: English and Hungarian . [Thesis]. University of Debrecen; Available from: http://hdl.handle.net/2437/240651

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.


Queensland University of Technology

14. Hand, Kirstine Alicia. Teacher-child relationship quality for young children with parent reported language concerns.

Degree: 2008, Queensland University of Technology

 Previous research has demonstrated the importance of the qualities of the teacher-child relationship on children’s development. Close teacher-child relationships are especially important for children at… (more)

Subjects/Keywords: teacher-child relationships; young children; language skills

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APA (6th Edition):

Hand, K. A. (2008). Teacher-child relationship quality for young children with parent reported language concerns. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/26379/

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):

Hand, Kirstine Alicia. “Teacher-child relationship quality for young children with parent reported language concerns.” 2008. Thesis, Queensland University of Technology. Accessed December 08, 2019. https://eprints.qut.edu.au/26379/.

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

MLA Handbook (7th Edition):

Hand, Kirstine Alicia. “Teacher-child relationship quality for young children with parent reported language concerns.” 2008. Web. 08 Dec 2019.

Vancouver:

Hand KA. Teacher-child relationship quality for young children with parent reported language concerns. [Internet] [Thesis]. Queensland University of Technology; 2008. [cited 2019 Dec 08]. Available from: https://eprints.qut.edu.au/26379/.

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

Council of Science Editors:

Hand KA. Teacher-child relationship quality for young children with parent reported language concerns. [Thesis]. Queensland University of Technology; 2008. Available from: https://eprints.qut.edu.au/26379/

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


University of Minnesota

15. Rafdal, Brooke H. Effects of graphical feedback and coaching on the quantity and quality of parent-child language interaction.

Degree: PhD, Educational Psychology, 2011, University of Minnesota

 The purpose of this study was to determine the effectiveness of an intervention to enhance the quantity and quality of parent-child language interactions among families… (more)

Subjects/Keywords: Language Development; Parent-Child Interaction; Educational Psychology

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APA (6th Edition):

Rafdal, B. H. (2011). Effects of graphical feedback and coaching on the quantity and quality of parent-child language interaction. (Doctoral Dissertation). University of Minnesota. Retrieved from http://purl.umn.edu/108267

Chicago Manual of Style (16th Edition):

Rafdal, Brooke H. “Effects of graphical feedback and coaching on the quantity and quality of parent-child language interaction.” 2011. Doctoral Dissertation, University of Minnesota. Accessed December 08, 2019. http://purl.umn.edu/108267.

MLA Handbook (7th Edition):

Rafdal, Brooke H. “Effects of graphical feedback and coaching on the quantity and quality of parent-child language interaction.” 2011. Web. 08 Dec 2019.

Vancouver:

Rafdal BH. Effects of graphical feedback and coaching on the quantity and quality of parent-child language interaction. [Internet] [Doctoral dissertation]. University of Minnesota; 2011. [cited 2019 Dec 08]. Available from: http://purl.umn.edu/108267.

Council of Science Editors:

Rafdal BH. Effects of graphical feedback and coaching on the quantity and quality of parent-child language interaction. [Doctoral Dissertation]. University of Minnesota; 2011. Available from: http://purl.umn.edu/108267


Princeton University

16. 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 December 08, 2019. 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. 08 Dec 2019.

Vancouver:

Schwab JF. Specific Structural Features of Child-Directed Speech Support Young Children's Word Learning . [Internet] [Doctoral dissertation]. Princeton University; 2018. [cited 2019 Dec 08]. 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


University of Southern California

17. Ahern, Elizabeth Carole. Facilitating children's use of emotional language.

Degree: PhD, Psychology, 2012, University of Southern California

 The study examined the effects of rapport building (emotional, NICHD) and prompt type (what-next, cued-action, cued-emotion, what-think) on 142 4- to 9-year-old maltreated children’s spontaneous… (more)

Subjects/Keywords: child development; emotional development; emotional language; narrative; child forensic interview; child testimony; rapport

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

APA (6th Edition):

Ahern, E. C. (2012). Facilitating children's use of emotional language. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/107805/rec/2706

Chicago Manual of Style (16th Edition):

Ahern, Elizabeth Carole. “Facilitating children's use of emotional language.” 2012. Doctoral Dissertation, University of Southern California. Accessed December 08, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/107805/rec/2706.

MLA Handbook (7th Edition):

Ahern, Elizabeth Carole. “Facilitating children's use of emotional language.” 2012. Web. 08 Dec 2019.

Vancouver:

Ahern EC. Facilitating children's use of emotional language. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Dec 08]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/107805/rec/2706.

Council of Science Editors:

Ahern EC. Facilitating children's use of emotional language. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/107805/rec/2706

18. Lowe, Hilary. The effectiveness of classroom vocabulary intervention for adolescents with language disorder.

Degree: PhD, 2018, City, University of London

 Children who have language disorder frequently have difficulties with vocabulary acquisition, and these difficulties often persist into adolescence. Language disorder is known to be associated… (more)

Subjects/Keywords: P Language and Literature; RJ101 Child Health. Child health services

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APA (6th Edition):

Lowe, H. (2018). The effectiveness of classroom vocabulary intervention for adolescents with language disorder. (Doctoral Dissertation). City, University of London. Retrieved from http://openaccess.city.ac.uk/id/eprint/19690/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.742960

Chicago Manual of Style (16th Edition):

Lowe, Hilary. “The effectiveness of classroom vocabulary intervention for adolescents with language disorder.” 2018. Doctoral Dissertation, City, University of London. Accessed December 08, 2019. http://openaccess.city.ac.uk/id/eprint/19690/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.742960.

MLA Handbook (7th Edition):

Lowe, Hilary. “The effectiveness of classroom vocabulary intervention for adolescents with language disorder.” 2018. Web. 08 Dec 2019.

Vancouver:

Lowe H. The effectiveness of classroom vocabulary intervention for adolescents with language disorder. [Internet] [Doctoral dissertation]. City, University of London; 2018. [cited 2019 Dec 08]. Available from: http://openaccess.city.ac.uk/id/eprint/19690/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.742960.

Council of Science Editors:

Lowe H. The effectiveness of classroom vocabulary intervention for adolescents with language disorder. [Doctoral Dissertation]. City, University of London; 2018. Available from: http://openaccess.city.ac.uk/id/eprint/19690/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.742960


East Carolina University

19. Servie, Sarah. The Grave That Knows My Bones.

Degree: 2011, East Carolina University

 The Grave That Knows My Bones focuses on the relationship between a WWII and Vietnam veteran and his son. The story is of my grandfather,… (more)

Subjects/Keywords: Language arts; Language, General; Father and child – Anecdotes; Father and child – Poetry

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

APA (6th Edition):

Servie, S. (2011). The Grave That Knows My Bones. (Thesis). East Carolina University. Retrieved from http://hdl.handle.net/10342/3542

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):

Servie, Sarah. “The Grave That Knows My Bones.” 2011. Thesis, East Carolina University. Accessed December 08, 2019. http://hdl.handle.net/10342/3542.

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

MLA Handbook (7th Edition):

Servie, Sarah. “The Grave That Knows My Bones.” 2011. Web. 08 Dec 2019.

Vancouver:

Servie S. The Grave That Knows My Bones. [Internet] [Thesis]. East Carolina University; 2011. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/10342/3542.

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

Council of Science Editors:

Servie S. The Grave That Knows My Bones. [Thesis]. East Carolina University; 2011. Available from: http://hdl.handle.net/10342/3542

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


University of Rochester

20. Perera, Ian. Perceptual symbol grounding through child-like natural language interaction and learning.

Degree: PhD, 2016, University of Rochester

 Current methods of natural language understanding and computer vision require large amounts of labeled training data to accomplish tasks that are seemingly simple for children,… (more)

Subjects/Keywords: child; computer vision; child language understanding; learning; natural language understanding; pragmatics; semantics; situated agents

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

APA (6th Edition):

Perera, I. (2016). Perceptual symbol grounding through child-like natural language interaction and learning. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/30851

Chicago Manual of Style (16th Edition):

Perera, Ian. “Perceptual symbol grounding through child-like natural language interaction and learning.” 2016. Doctoral Dissertation, University of Rochester. Accessed December 08, 2019. http://hdl.handle.net/1802/30851.

MLA Handbook (7th Edition):

Perera, Ian. “Perceptual symbol grounding through child-like natural language interaction and learning.” 2016. Web. 08 Dec 2019.

Vancouver:

Perera I. Perceptual symbol grounding through child-like natural language interaction and learning. [Internet] [Doctoral dissertation]. University of Rochester; 2016. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/1802/30851.

Council of Science Editors:

Perera I. Perceptual symbol grounding through child-like natural language interaction and learning. [Doctoral Dissertation]. University of Rochester; 2016. Available from: http://hdl.handle.net/1802/30851


University of Edinburgh

21. Yabroff, Sarah. From Form to Dysfunction? Disconnect within Language Planning Policy of No Child Left Behind.

Degree: 2009, University of Edinburgh

 The following textual study aims to review the strengths and weaknesses of current second language policy and legislation within the United States education system, and… (more)

Subjects/Keywords: No Child Left Behind; Language Planning Policy; Second Language Acquisition

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APA (6th Edition):

Yabroff, S. (2009). From Form to Dysfunction? Disconnect within Language Planning Policy of No Child Left Behind. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/3638

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):

Yabroff, Sarah. “From Form to Dysfunction? Disconnect within Language Planning Policy of No Child Left Behind.” 2009. Thesis, University of Edinburgh. Accessed December 08, 2019. http://hdl.handle.net/1842/3638.

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

MLA Handbook (7th Edition):

Yabroff, Sarah. “From Form to Dysfunction? Disconnect within Language Planning Policy of No Child Left Behind.” 2009. Web. 08 Dec 2019.

Vancouver:

Yabroff S. From Form to Dysfunction? Disconnect within Language Planning Policy of No Child Left Behind. [Internet] [Thesis]. University of Edinburgh; 2009. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/1842/3638.

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

Council of Science Editors:

Yabroff S. From Form to Dysfunction? Disconnect within Language Planning Policy of No Child Left Behind. [Thesis]. University of Edinburgh; 2009. Available from: http://hdl.handle.net/1842/3638

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


University of Edinburgh

22. Notaker, Nikolai. Agency and argument realization in early child Inuktitut.

Degree: 2010, University of Edinburgh

 Argument realization, and particularly argument omission, is a subject that has been widely studied in the field of child language research, and several different theories… (more)

Subjects/Keywords: child language; argument realization; inuktitut; first language acquisition

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APA (6th Edition):

Notaker, N. (2010). Agency and argument realization in early child Inuktitut. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/6549

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):

Notaker, Nikolai. “Agency and argument realization in early child Inuktitut.” 2010. Thesis, University of Edinburgh. Accessed December 08, 2019. http://hdl.handle.net/1842/6549.

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

MLA Handbook (7th Edition):

Notaker, Nikolai. “Agency and argument realization in early child Inuktitut.” 2010. Web. 08 Dec 2019.

Vancouver:

Notaker N. Agency and argument realization in early child Inuktitut. [Internet] [Thesis]. University of Edinburgh; 2010. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/1842/6549.

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

Council of Science Editors:

Notaker N. Agency and argument realization in early child Inuktitut. [Thesis]. University of Edinburgh; 2010. Available from: http://hdl.handle.net/1842/6549

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

23. Costa, Gabriela Mello [UNESP]. Desempenho de falantes do português brasileiro com desenvolvimento típico de linguagem no Test of Narrative Language (TNL).

Degree: 2016, Universidade Estadual Paulista

 A narrativa oral de história tem sido amplamente utilizada em pesquisas para identificação de alterações na linguagem. Existe ainda escassez de procedimentos sistemáticos no Brasil… (more)

Subjects/Keywords: Teste de Linguagem; Narração; Linguagem infantil; Language Test; Narration; Child language

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APA (6th Edition):

Costa, G. M. [. (2016). Desempenho de falantes do português brasileiro com desenvolvimento típico de linguagem no Test of Narrative Language (TNL). (Thesis). Universidade Estadual Paulista. Retrieved from http://hdl.handle.net/11449/145029

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):

Costa, Gabriela Mello [UNESP]. “Desempenho de falantes do português brasileiro com desenvolvimento típico de linguagem no Test of Narrative Language (TNL).” 2016. Thesis, Universidade Estadual Paulista. Accessed December 08, 2019. http://hdl.handle.net/11449/145029.

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

MLA Handbook (7th Edition):

Costa, Gabriela Mello [UNESP]. “Desempenho de falantes do português brasileiro com desenvolvimento típico de linguagem no Test of Narrative Language (TNL).” 2016. Web. 08 Dec 2019.

Vancouver:

Costa GM[. Desempenho de falantes do português brasileiro com desenvolvimento típico de linguagem no Test of Narrative Language (TNL). [Internet] [Thesis]. Universidade Estadual Paulista; 2016. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/11449/145029.

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

Council of Science Editors:

Costa GM[. Desempenho de falantes do português brasileiro com desenvolvimento típico de linguagem no Test of Narrative Language (TNL). [Thesis]. Universidade Estadual Paulista; 2016. Available from: http://hdl.handle.net/11449/145029

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


University of Debrecen

24. Nagy-Benkő, Orsolya. The Importance of Early Start in Second Language Acquisition .

Degree: DE – TEK – Bölcsészettudományi Kar, 2013, University of Debrecen

 In this study I will compare child and adult language acquisition in Chapter 1 taking into account the factors mentioned above in order to find… (more)

Subjects/Keywords: second language acquisition; child-adult language; Helen Doron Early English

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APA (6th Edition):

Nagy-Benkő, O. (2013). The Importance of Early Start in Second Language Acquisition . (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/171830

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):

Nagy-Benkő, Orsolya. “The Importance of Early Start in Second Language Acquisition .” 2013. Thesis, University of Debrecen. Accessed December 08, 2019. http://hdl.handle.net/2437/171830.

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

MLA Handbook (7th Edition):

Nagy-Benkő, Orsolya. “The Importance of Early Start in Second Language Acquisition .” 2013. Web. 08 Dec 2019.

Vancouver:

Nagy-Benkő O. The Importance of Early Start in Second Language Acquisition . [Internet] [Thesis]. University of Debrecen; 2013. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/2437/171830.

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

Council of Science Editors:

Nagy-Benkő O. The Importance of Early Start in Second Language Acquisition . [Thesis]. University of Debrecen; 2013. Available from: http://hdl.handle.net/2437/171830

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


University of New Mexico

25. Hogan, Lisa. Maturing Temporal Bones as Non-Neural Sites for Transforming the Speech Signal during Language Development.

Degree: UNM Department of Anthropology, 2014, University of New Mexico

 Developmental events in the temporal bones shift the pattern of a given speech sounds acoustic profile through the time children are mapping linguistic sound systems.… (more)

Subjects/Keywords: Linguistic Anthropology; Biological Anthropology; Biology and Language; Child Language Development; Anthropology

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APA (6th Edition):

Hogan, L. (2014). Maturing Temporal Bones as Non-Neural Sites for Transforming the Speech Signal during Language Development. (Doctoral Dissertation). University of New Mexico. Retrieved from https://digitalrepository.unm.edu/anth_etds/32

Chicago Manual of Style (16th Edition):

Hogan, Lisa. “Maturing Temporal Bones as Non-Neural Sites for Transforming the Speech Signal during Language Development.” 2014. Doctoral Dissertation, University of New Mexico. Accessed December 08, 2019. https://digitalrepository.unm.edu/anth_etds/32.

MLA Handbook (7th Edition):

Hogan, Lisa. “Maturing Temporal Bones as Non-Neural Sites for Transforming the Speech Signal during Language Development.” 2014. Web. 08 Dec 2019.

Vancouver:

Hogan L. Maturing Temporal Bones as Non-Neural Sites for Transforming the Speech Signal during Language Development. [Internet] [Doctoral dissertation]. University of New Mexico; 2014. [cited 2019 Dec 08]. Available from: https://digitalrepository.unm.edu/anth_etds/32.

Council of Science Editors:

Hogan L. Maturing Temporal Bones as Non-Neural Sites for Transforming the Speech Signal during Language Development. [Doctoral Dissertation]. University of New Mexico; 2014. Available from: https://digitalrepository.unm.edu/anth_etds/32


University of Connecticut

26. Campbell, Jean Alexandra. Contextual Influences on Phonetic Categorization in Developmental Populations.

Degree: MA, Speech, Language, and Hearing Sciences, 2013, University of Connecticut

  A major goal of research in the domain of speech perception has been to describe how listeners recover individual consonants and vowels from the… (more)

Subjects/Keywords: speech perception; child language; specific language impairment; development of speech perception

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APA (6th Edition):

Campbell, J. A. (2013). Contextual Influences on Phonetic Categorization in Developmental Populations. (Masters Thesis). University of Connecticut. Retrieved from https://opencommons.uconn.edu/gs_theses/394

Chicago Manual of Style (16th Edition):

Campbell, Jean Alexandra. “Contextual Influences on Phonetic Categorization in Developmental Populations.” 2013. Masters Thesis, University of Connecticut. Accessed December 08, 2019. https://opencommons.uconn.edu/gs_theses/394.

MLA Handbook (7th Edition):

Campbell, Jean Alexandra. “Contextual Influences on Phonetic Categorization in Developmental Populations.” 2013. Web. 08 Dec 2019.

Vancouver:

Campbell JA. Contextual Influences on Phonetic Categorization in Developmental Populations. [Internet] [Masters thesis]. University of Connecticut; 2013. [cited 2019 Dec 08]. Available from: https://opencommons.uconn.edu/gs_theses/394.

Council of Science Editors:

Campbell JA. Contextual Influences on Phonetic Categorization in Developmental Populations. [Masters Thesis]. University of Connecticut; 2013. Available from: https://opencommons.uconn.edu/gs_theses/394


Leiden University

27. Klis, Anika van der. Errors in children’s nonword productions: Examining the effects of bilingualism.

Degree: 2019, Leiden University

 It has often been found that bilingualism has a negative effect on children’s nonword repetition (NWR) performance (e.g., Kohnert et al., 2006; Windsor et al.,… (more)

Subjects/Keywords: bilingualism; nonword repetition; language assessment; phonological transfer; child language; bilingual acquisition

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

APA (6th Edition):

Klis, A. v. d. (2019). Errors in children’s nonword productions: Examining the effects of bilingualism. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/76764

Chicago Manual of Style (16th Edition):

Klis, Anika van der. “Errors in children’s nonword productions: Examining the effects of bilingualism.” 2019. Masters Thesis, Leiden University. Accessed December 08, 2019. http://hdl.handle.net/1887/76764.

MLA Handbook (7th Edition):

Klis, Anika van der. “Errors in children’s nonword productions: Examining the effects of bilingualism.” 2019. Web. 08 Dec 2019.

Vancouver:

Klis Avd. Errors in children’s nonword productions: Examining the effects of bilingualism. [Internet] [Masters thesis]. Leiden University; 2019. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/1887/76764.

Council of Science Editors:

Klis Avd. Errors in children’s nonword productions: Examining the effects of bilingualism. [Masters Thesis]. Leiden University; 2019. Available from: http://hdl.handle.net/1887/76764


University of Arizona

28. Dailey, Natalie S. Talker Discrimination in Preschool Children with and without Specific Language Impairment .

Degree: 2013, University of Arizona

 Variability inherently present between multiple talkers can prove beneficial in the context of learning. However, the performance during learning paradigms by children with specific language(more)

Subjects/Keywords: Specific Language Impairment; Speech perception; Speech, Language, & Hearing Sciences; Child

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

APA (6th Edition):

Dailey, N. S. (2013). Talker Discrimination in Preschool Children with and without Specific Language Impairment . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/301664

Chicago Manual of Style (16th Edition):

Dailey, Natalie S. “Talker Discrimination in Preschool Children with and without Specific Language Impairment .” 2013. Masters Thesis, University of Arizona. Accessed December 08, 2019. http://hdl.handle.net/10150/301664.

MLA Handbook (7th Edition):

Dailey, Natalie S. “Talker Discrimination in Preschool Children with and without Specific Language Impairment .” 2013. Web. 08 Dec 2019.

Vancouver:

Dailey NS. Talker Discrimination in Preschool Children with and without Specific Language Impairment . [Internet] [Masters thesis]. University of Arizona; 2013. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/10150/301664.

Council of Science Editors:

Dailey NS. Talker Discrimination in Preschool Children with and without Specific Language Impairment . [Masters Thesis]. University of Arizona; 2013. Available from: http://hdl.handle.net/10150/301664

29. Bento-Gaz, Ana Carolina Paiva. Desempenho de escolares falantes do Português Brasileiro no Clinical Evolution of Linguage Functions - 4th edition (CELF-4).

Degree: PhD, Comunicação Humana, 2013, University of São Paulo

Para avaliar a linguagem infantil, há a necessidade da utilização de vários testes e a identificação das alterações deve ser realizada por meio de um… (more)

Subjects/Keywords: Avaliação; Child; Child language; Criança; Evaluation; Fonoaudiologia; Language tests; Linguagem infantil; Speech language and hearing sciences; Testes de linguagem; Tradução; Translating

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

APA (6th Edition):

Bento-Gaz, A. C. P. (2013). Desempenho de escolares falantes do Português Brasileiro no Clinical Evolution of Linguage Functions - 4th edition (CELF-4). (Doctoral Dissertation). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/5/5162/tde-09082013-133501/ ;

Chicago Manual of Style (16th Edition):

Bento-Gaz, Ana Carolina Paiva. “Desempenho de escolares falantes do Português Brasileiro no Clinical Evolution of Linguage Functions - 4th edition (CELF-4).” 2013. Doctoral Dissertation, University of São Paulo. Accessed December 08, 2019. http://www.teses.usp.br/teses/disponiveis/5/5162/tde-09082013-133501/ ;.

MLA Handbook (7th Edition):

Bento-Gaz, Ana Carolina Paiva. “Desempenho de escolares falantes do Português Brasileiro no Clinical Evolution of Linguage Functions - 4th edition (CELF-4).” 2013. Web. 08 Dec 2019.

Vancouver:

Bento-Gaz ACP. Desempenho de escolares falantes do Português Brasileiro no Clinical Evolution of Linguage Functions - 4th edition (CELF-4). [Internet] [Doctoral dissertation]. University of São Paulo; 2013. [cited 2019 Dec 08]. Available from: http://www.teses.usp.br/teses/disponiveis/5/5162/tde-09082013-133501/ ;.

Council of Science Editors:

Bento-Gaz ACP. Desempenho de escolares falantes do Português Brasileiro no Clinical Evolution of Linguage Functions - 4th edition (CELF-4). [Doctoral Dissertation]. University of São Paulo; 2013. Available from: http://www.teses.usp.br/teses/disponiveis/5/5162/tde-09082013-133501/ ;


University of Florida

30. Rietbergen, Marpessa. Is earlier always better for learning a second language in terms of cognitive development?.

Degree: 2011, University of Florida

 The purpose of this paper is to reflect on cognitive development and its effects on child second language acquisition. In the works done by Rice… (more)

Subjects/Keywords: Adjectivals; Adult education; Adults; Child psychology; Cognitive linguistics; Foreign language learning; Grammatical constructions; Language; Learning; Second language learning; Child development; English language; Second language acquisition; Spanish language

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APA (6th Edition):

Rietbergen, M. (2011). Is earlier always better for learning a second language in terms of cognitive development?. (Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00057244

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):

Rietbergen, Marpessa. “Is earlier always better for learning a second language in terms of cognitive development?.” 2011. Thesis, University of Florida. Accessed December 08, 2019. http://ufdc.ufl.edu/AA00057244.

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

MLA Handbook (7th Edition):

Rietbergen, Marpessa. “Is earlier always better for learning a second language in terms of cognitive development?.” 2011. Web. 08 Dec 2019.

Vancouver:

Rietbergen M. Is earlier always better for learning a second language in terms of cognitive development?. [Internet] [Thesis]. University of Florida; 2011. [cited 2019 Dec 08]. Available from: http://ufdc.ufl.edu/AA00057244.

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

Council of Science Editors:

Rietbergen M. Is earlier always better for learning a second language in terms of cognitive development?. [Thesis]. University of Florida; 2011. Available from: http://ufdc.ufl.edu/AA00057244

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

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