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Die kindliche Sprachentwicklung
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In: Conrady, Peter [Hrsg.]: Sprachbildung: alltagsintegriert, kooperativ, inklusiv. Wissen und Ideen für die Kita-Praxis. Braunschweig : Westermann 2016, S. 6-9. - (Praxis Frühe Bildung) (2016)
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Weiterbildung mit videobasiertem Coaching zur situierten Sprachförderung in vorschulischen Einrichtungen
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In: Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research ; 8 ; 4 ; 485-490 (2016)
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Prevalence of face recognition deficits in middle childhood.
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Children do not overcome lexical biases where adults do: The role of the referential scene in garden-path recovery
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In: Journal of Child Language (2015)
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Investigating the contribution of procedural and declarative memory to the acquisition of past tense morphology: Evidence from Finnish
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In: Language and Cognitive Processes (2015)
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Electrophysiological evidence of heterogeneity in visual statistical learning in young children with ASD.
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In: Developmental science, vol 18, iss 1 (2015)
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Early maturity of face recognition: No childhood development of holistic processing, novel face encoding, or face-space
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In: Cognition (2015)
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Abstract:
Historically, it was believed the perceptual mechanisms involved in individuating faces developed only very slowly over the course of childhood, and that adult levels of expertise were not reached until well into adolescence. Over the last 10 years, there has been some erosion of this view by demonstrations that all adult-like behavioural properties are qualitatively present in young children and infants. Determining the age of maturity, however, requires quantitative comparison across age groups, a task made difficult by the need to disentangle development in face perception from development in all the other cognitive factors that affect task performance. Here, we argue that full quantitative maturity is reached early, by 5-7 years at the latest and possibly earlier. This is based on a comprehensive literature review of results in the 5-years-to-adult age range, with particular focus on the results of the few previous studies that are methodologically suitable for quantitative comparison of face effects across age, plus three new experiments testing development of holistic/configural processing (faces versus objects, disproportionate inversion effect), ability to encode novel faces (assessed via implicit memory) and face-space (own-age bias).
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Keyword:
A Children; Adolescent; age; article; child; cognitive development; Configural processing; Development; face; Face recognition; Face-space; female; Holistic processing; human; human experiment; implicit memory; Keywords: adult; male; maturation; normal human; Novel faces; preschool child; priority journal; quantitative analysis; recognition; Repetition priming; school child; task performance
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URL: http://hdl.handle.net/1885/36706 https://doi.org/10.1016/j.cognition.2009.02.004
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Long-term effects of a parent- based language intervention on language outcomes and working memory for late-talking toddlers
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In: Journal of Early Intervention 37 (2015) 3, S. 175-189 (2015)
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Editorial. Sprachliche Bildung von 3-bis 8-jährigen Kindern
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In: Schweizerische Zeitschrift für Bildungswissenschaften 37 (2015) 1, S. 5-11 (2015)
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Editorial. L’éducation langagière des enfants de 3 à 8 ans
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In: Schweizerische Zeitschrift für Bildungswissenschaften 37 (2015) 1, S. 13-19 (2015)
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Long-term effects of a parent- based language intervention on language outcomes and working memory for late-talking toddlers ...
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Editorial. L’éducation langagière des enfants de 3 à 8 ans ...
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Editorial. Sprachliche Bildung von 3-bis 8-jährigen Kindern ...
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Predictors of longitudinal outcome and recovery of pragmatic language and its relation to externalizing behaviour after pediatric traumatic brain injury
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Некоторые аспекты работы логопеда в условиях ФГОС
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In: Koncept (Kirov): Scientific and Methodological e-magazine ; 13 ; 7 (2015)
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Resilienz im Vorschulalter: wie stark kann die familiäre Leseumwelt biologische und soziokulturelle Entwicklungsrisiken kompensieren?
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In: Zeitschrift für Familienforschung ; 24 ; 2 ; 148-159 ; Frühe Förderung in der Familie (2015)
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Expressive and receptive language skills in preschool children from a socially disadvantaged area
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Are Current Popular Children’s Books An Effective Tool in Language Intervention For Preschool Aged Children?
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Cognitive development in females with PCDH19 gene-related epilepsy
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ДВИЖУЩИЕ СИЛЫ РАННЕГО БИЛИНГВАЛЬНОГО ОБРАЗОВАНИЯ СОВРЕМЕННОГО ГЛОБАЛЬНОГО СОЦИУМА
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Кагуй, Наталья. - : Федеральное государственное образовательное учреждение высшего профессионального образования «Саратовский государственный университет им. Н.Г. Чернышевского», 2014
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