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You searched for subject:(word learning). Showing records 1 – 30 of 333 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 July 24, 2019. 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. 24 Jul 2019.

Vancouver:

Brewer D. Learning new words: the effect of context and vocalisation. [Internet] [Thesis]. University of Edinburgh; 2009. [cited 2019 Jul 24]. 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 July 24, 2019. 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. 24 Jul 2019.

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 2019 Jul 24]. 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 · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

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 July 24, 2019. 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. 24 Jul 2019.

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 2019 Jul 24]. 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 Houston

4. Bradley, Kailyn 1985-. NEURAL CORRELATES OF IMAGERY-BASED FOREIGN WORD LEARNING.

Degree: Psychology, Department of, 2012, University of Houston

 The purpose of this study was to investigate whether an interactive imagery-based learning paradigm would facilitate foreign word learning more than picture imagery. Functional magnetic… (more)

Subjects/Keywords: Word learning; fMRI; Imagery

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

APA (6th Edition):

Bradley, K. 1. (2012). NEURAL CORRELATES OF IMAGERY-BASED FOREIGN WORD LEARNING. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1179

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):

Bradley, Kailyn 1985-. “NEURAL CORRELATES OF IMAGERY-BASED FOREIGN WORD LEARNING.” 2012. Thesis, University of Houston. Accessed July 24, 2019. http://hdl.handle.net/10657/1179.

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

MLA Handbook (7th Edition):

Bradley, Kailyn 1985-. “NEURAL CORRELATES OF IMAGERY-BASED FOREIGN WORD LEARNING.” 2012. Web. 24 Jul 2019.

Vancouver:

Bradley K1. NEURAL CORRELATES OF IMAGERY-BASED FOREIGN WORD LEARNING. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Jul 24]. Available from: http://hdl.handle.net/10657/1179.

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

Council of Science Editors:

Bradley K1. NEURAL CORRELATES OF IMAGERY-BASED FOREIGN WORD LEARNING. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/1179

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


University of Connecticut

5. 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 July 24, 2019. 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. 24 Jul 2019.

Vancouver:

Kelty EC. Language Typology and Sentence Frame Effects on Motion Verb Interpretation in Grade Schoolers. [Internet] [Masters thesis]. University of Connecticut; 2011. [cited 2019 Jul 24]. 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

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

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 July 24, 2019. https://opencommons.uconn.edu/gs_theses/1008.

MLA Handbook (7th Edition):

Ryherd, Kayleigh. “Word and Concept Learning in Poor Comprehenders.” 2016. Web. 24 Jul 2019.

Vancouver:

Ryherd K. Word and Concept Learning in Poor Comprehenders. [Internet] [Masters thesis]. University of Connecticut; 2016. [cited 2019 Jul 24]. 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


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 July 24, 2019. 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. 24 Jul 2019.

Vancouver:

Angalliramachandra V. The Relationship Between Phonological Working Memory, Phonological Sensitivity, and Incidental Word Learning. [Internet] [Doctoral dissertation]. Bowling Green State University; 2007. [cited 2019 Jul 24]. 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 · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

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 July 24, 2019. 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. 24 Jul 2019.

Vancouver:

Karaman F. Incorporating Memory Processes in the Study of Early Language Acquisition. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2018. [cited 2019 Jul 24]. 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


Addis Ababa University

9. 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 July 24, 2019. 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. 24 Jul 2019.

Vancouver:

Gudisa T. Design and Implementation of Predictive Text Entry Method for Afan Oromo on Mobile Phone . [Internet] [Thesis]. Addis Ababa University; 2014. [cited 2019 Jul 24]. 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 Victoria

10. Foster, Chris. Using EEG to decode semantics during an artificial language learning task.

Degree: Department of Computer Science, 2018, University of Victoria

 The study of semantics in the brain explores how the brain represents, processes, and learns the meaning of language. In this thesis we show both… (more)

Subjects/Keywords: EEG; reward positivity; word vectors; semantic representation; word semantics; language learning

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APA (6th Edition):

Foster, C. (2018). Using EEG to decode semantics during an artificial language learning task. (Masters Thesis). University of Victoria. Retrieved from https://dspace.library.uvic.ca//handle/1828/10382

Chicago Manual of Style (16th Edition):

Foster, Chris. “Using EEG to decode semantics during an artificial language learning task.” 2018. Masters Thesis, University of Victoria. Accessed July 24, 2019. https://dspace.library.uvic.ca//handle/1828/10382.

MLA Handbook (7th Edition):

Foster, Chris. “Using EEG to decode semantics during an artificial language learning task.” 2018. Web. 24 Jul 2019.

Vancouver:

Foster C. Using EEG to decode semantics during an artificial language learning task. [Internet] [Masters thesis]. University of Victoria; 2018. [cited 2019 Jul 24]. Available from: https://dspace.library.uvic.ca//handle/1828/10382.

Council of Science Editors:

Foster C. Using EEG to decode semantics during an artificial language learning task. [Masters Thesis]. University of Victoria; 2018. Available from: https://dspace.library.uvic.ca//handle/1828/10382


University of Notre Dame

11. 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 (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 July 24, 2019. 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. 24 Jul 2019.

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 2019 Jul 24]. 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

12. Lester, Nicholas. The Syntactic Bits of Nouns: How Prior Syntactic Distributions Affect Comprehension, Production, and Acquisition.

Degree: 2018, University of California – eScholarship, University of California

 Usage-based linguistic theory argues that experience is the fundamental organizing principle of language. Linguistic representations are extracted from – and continuously tuned by – probabilistic… (more)

Subjects/Keywords: Linguistics; distributional learning; entropy; syntax-lexis interface; word production; word recognition

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APA (6th Edition):

Lester, N. (2018). The Syntactic Bits of Nouns: How Prior Syntactic Distributions Affect Comprehension, Production, and Acquisition. (Thesis). University of California – eScholarship, University of California. Retrieved from http://www.escholarship.org/uc/item/25r9w1t1

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):

Lester, Nicholas. “The Syntactic Bits of Nouns: How Prior Syntactic Distributions Affect Comprehension, Production, and Acquisition.” 2018. Thesis, University of California – eScholarship, University of California. Accessed July 24, 2019. http://www.escholarship.org/uc/item/25r9w1t1.

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

MLA Handbook (7th Edition):

Lester, Nicholas. “The Syntactic Bits of Nouns: How Prior Syntactic Distributions Affect Comprehension, Production, and Acquisition.” 2018. Web. 24 Jul 2019.

Vancouver:

Lester N. The Syntactic Bits of Nouns: How Prior Syntactic Distributions Affect Comprehension, Production, and Acquisition. [Internet] [Thesis]. University of California – eScholarship, University of California; 2018. [cited 2019 Jul 24]. Available from: http://www.escholarship.org/uc/item/25r9w1t1.

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

Council of Science Editors:

Lester N. The Syntactic Bits of Nouns: How Prior Syntactic Distributions Affect Comprehension, Production, and Acquisition. [Thesis]. University of California – eScholarship, University of California; 2018. Available from: http://www.escholarship.org/uc/item/25r9w1t1

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


University of Texas – Austin

13. -8629-9522. Specifying the nature of the vocabulary gap through children’s word learning skills.

Degree: Communication Sciences and Disorders, 2017, University of Texas – Austin

 Currently, a serious gap in vocabulary development and knowledge exists between children of higher socioeconomic status (SES) and their less advantaged peers. An important finding… (more)

Subjects/Keywords: Vocabulary; Word learning; Children’s word learning; Word learning skills; Vocabulary gap; Socioeconomic status; Disadvantaged children’s vocabulary; Socioeconomic background; Word learning strategies; Socioeconomic factors in word learning; Vocabulary intervention; At-risk children’s vocabulary; At-risk children’s word learning; Children’s vocabulary development; Vocabulary learning

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

APA (6th Edition):

-8629-9522. (2017). Specifying the nature of the vocabulary gap through children’s word learning skills. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/47254

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

Chicago Manual of Style (16th Edition):

-8629-9522. “Specifying the nature of the vocabulary gap through children’s word learning skills.” 2017. Thesis, University of Texas – Austin. Accessed July 24, 2019. http://hdl.handle.net/2152/47254.

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

MLA Handbook (7th Edition):

-8629-9522. “Specifying the nature of the vocabulary gap through children’s word learning skills.” 2017. Web. 24 Jul 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-8629-9522. Specifying the nature of the vocabulary gap through children’s word learning skills. [Internet] [Thesis]. University of Texas – Austin; 2017. [cited 2019 Jul 24]. Available from: http://hdl.handle.net/2152/47254.

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

Council of Science Editors:

-8629-9522. Specifying the nature of the vocabulary gap through children’s word learning skills. [Thesis]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/47254

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


University of Edinburgh

14. 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 (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 July 24, 2019. 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. 24 Jul 2019.

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 2019 Jul 24]. 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 Wisconsin – Oshkosh

15. Horn, Rebecca A. CUES TO WORD SEGMENTATION FOR ADULT LEARNERS.

Degree: MSPsychology, Experimental, 2009, University of Wisconsin – Oshkosh

A Thesis Submitted In Partial Fulfillment of the Requirements For the Degree of Master of Science Psychology - Experimental

An important step in acquiring a… (more)

Subjects/Keywords: Language acquisition; Word linguistics; Adult learning

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APA (6th Edition):

Horn, R. A. (2009). CUES TO WORD SEGMENTATION FOR ADULT LEARNERS. (Masters Thesis). University of Wisconsin – Oshkosh. Retrieved from http://digital.library.wisc.edu/1793/46809

Chicago Manual of Style (16th Edition):

Horn, Rebecca A. “CUES TO WORD SEGMENTATION FOR ADULT LEARNERS.” 2009. Masters Thesis, University of Wisconsin – Oshkosh. Accessed July 24, 2019. http://digital.library.wisc.edu/1793/46809.

MLA Handbook (7th Edition):

Horn, Rebecca A. “CUES TO WORD SEGMENTATION FOR ADULT LEARNERS.” 2009. Web. 24 Jul 2019.

Vancouver:

Horn RA. CUES TO WORD SEGMENTATION FOR ADULT LEARNERS. [Internet] [Masters thesis]. University of Wisconsin – Oshkosh; 2009. [cited 2019 Jul 24]. Available from: http://digital.library.wisc.edu/1793/46809.

Council of Science Editors:

Horn RA. CUES TO WORD SEGMENTATION FOR ADULT LEARNERS. [Masters Thesis]. University of Wisconsin – Oshkosh; 2009. Available from: http://digital.library.wisc.edu/1793/46809


University of Kansas

16. 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 (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 July 24, 2019. 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. 24 Jul 2019.

Vancouver:

Han MK. Effects of Neighborhood Density and Noise on Children's Word Learning. [Internet] [Doctoral dissertation]. University of Kansas; 2014. [cited 2019 Jul 24]. 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


University of Canterbury

17. Singer, Victoria Lena Ruth. A dynamic assessment of single word learning in two year old late talkers.

Degree: Department of Communication Disorders, 2014, University of Canterbury

 Purpose: Between 13% and 20% of two year olds are late to talk; of those, up to 25% are at risk of persistent language impairment.… (more)

Subjects/Keywords: dynamic assessment; late talkers; word learning

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APA (6th Edition):

Singer, V. L. R. (2014). A dynamic assessment of single word learning in two year old late talkers. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/9924

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):

Singer, Victoria Lena Ruth. “A dynamic assessment of single word learning in two year old late talkers.” 2014. Thesis, University of Canterbury. Accessed July 24, 2019. http://hdl.handle.net/10092/9924.

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

MLA Handbook (7th Edition):

Singer, Victoria Lena Ruth. “A dynamic assessment of single word learning in two year old late talkers.” 2014. Web. 24 Jul 2019.

Vancouver:

Singer VLR. A dynamic assessment of single word learning in two year old late talkers. [Internet] [Thesis]. University of Canterbury; 2014. [cited 2019 Jul 24]. Available from: http://hdl.handle.net/10092/9924.

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

Council of Science Editors:

Singer VLR. A dynamic assessment of single word learning in two year old late talkers. [Thesis]. University of Canterbury; 2014. Available from: http://hdl.handle.net/10092/9924

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


Universiteit Utrecht

18. 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 (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 July 24, 2019. 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. 24 Jul 2019.

Vancouver:

Vos G. The relationship between nonword repetition and word learning in children with SLI. [Internet] [Masters thesis]. Universiteit Utrecht; 2012. [cited 2019 Jul 24]. 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

19. 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 July 24, 2019. 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. 24 Jul 2019.

Vancouver:

Hartin TL. REPRESENTATIONAL INERTIA IN PRESCHOOLERS’ OBJECT LABEL LEARNING. [Internet] [Masters thesis]. Kent State University; 2011. [cited 2019 Jul 24]. 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

20. 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 July 24, 2019. 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. 24 Jul 2019.

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 2019 Jul 24]. 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

21. 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 July 24, 2019. 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. 24 Jul 2019.

Vancouver:

Sullivan KR. Young Children's Understanding of the Relationship Between Conventionality and Communication. [Internet] [Doctoral dissertation]. Washington University in St. Louis; 2012. [cited 2019 Jul 24]. 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


Princeton University

22. 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 July 24, 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. 24 Jul 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 Jul 24]. 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

23. 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 July 24, 2019. 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. 24 Jul 2019.

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 2019 Jul 24]. 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 Ottawa

24. 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 July 24, 2019. 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. 24 Jul 2019.

Vancouver:

Tsui SM. Statistical Learning in a Bilingual Environment . [Internet] [Thesis]. University of Ottawa; 2018. [cited 2019 Jul 24]. 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

25. 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 July 24, 2019. 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. 24 Jul 2019.

Vancouver:

Jimenez SR. Preschoolersâ word learning and story comprehension during shared book reading. [Internet] [Masters thesis]. Vanderbilt University; 2015. [cited 2019 Jul 24]. 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/ ;

26. 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 July 24, 2019. 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. 24 Jul 2019.

Vancouver:

Spencer EJ. Part-term Learning in Preschool Children with Low Socioeconomic Status. [Internet] [Doctoral dissertation]. Vanderbilt University; 2009. [cited 2019 Jul 24]. 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

27. 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 July 24, 2019. http://etd.library.vanderbilt.edu/available/etd-08202018-233414/ ;.

MLA Handbook (7th Edition):

Jimenez, Sofia Renee. “Preschoolers' curiosity about novel words.” 2018. Web. 24 Jul 2019.

Vancouver:

Jimenez SR. Preschoolers' curiosity about novel words. [Internet] [Doctoral dissertation]. Vanderbilt University; 2018. [cited 2019 Jul 24]. 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 Connecticut

28. 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 July 24, 2019. 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. 24 Jul 2019.

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 2019 Jul 24]. 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


University of Rochester

29. 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 July 24, 2019. http://hdl.handle.net/1802/14189.

MLA Handbook (7th Edition):

Zhao, Shaojun. “On word alignment models for statistical machine translation.” 2011. Web. 24 Jul 2019.

Vancouver:

Zhao S. On word alignment models for statistical machine translation. [Internet] [Doctoral dissertation]. University of Rochester; 2011. [cited 2019 Jul 24]. 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 North Texas

30. 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 July 24, 2019. 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. 24 Jul 2019.

Vancouver:

Dandala B. Multilingual Word Sense Disambiguation Using Wikipedia. [Internet] [Thesis]. University of North Texas; 2013. [cited 2019 Jul 24]. 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

[1] [2] [3] [4] [5] … [12]

.