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Filtering by: Participant type Monolinguals Remove constraint Participant type: Monolinguals

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  1. Sound spelling affects both pronunciation and phonological awareness in a second language

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  2. Aspectual contrasts in the English present tense revisited: Exploring the role of input and L1 influence

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  3. Brain activity reveals the time-course of novel word meaning acquisition in inexperienced learners

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  4. How do children from different language environments differ in their understanding of what language is?

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  5. To what extent do information gap tasks do what they were designed to do?

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  6. Which factors influence the ability to recognise unconventional word sequences?

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  7. Bilingual and monolingual speakers produce gestures in synchrony with their speech

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  8. Children with developmental language disorder have difficulties with picking up language “rules” from exposure to language

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  9. More than words: Examining cross-disciplinary academic language skills that support middle graders to comprehend what they read

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  10. Max picked up the book or Max picked the book up? Comparing English native speakers’ and second language learners’ choices

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  11. How creative with vocabulary are heritage speakers of Spanish?

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  12. How do language and culture shape the use of gestures and words by toddlers?

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  13. Testing children’s understanding of language: How well they do depends on how we test it

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  14. Second language vocabulary learning from and while reading a story

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  15. Learning a language can influence how you describe an event, does that change how you think about it?

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  16. How internal and external factors influence the development of children’s second language

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  17. Reading, language, and memory skills of bilingual and monolingual children aged 9-14

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  18. L2 learners struggle with gender assignment, not with gender agreement

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  19. Is more than one language active during bilingual children’s speech production?

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  20. How bilingual does a child need to be to benefit from a cognitive advantage?

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