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Hits 41 – 60 of 73

41
Mandarin Learners Use Syntactic Bootstrapping in Verb Acquisition
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42
Is he floating across or crossing afloat? : Cross-influence of L1 and L2 in Spanish-English bilingual adults
In: Bilingualism. - Cambridge : Univ. Press 9 (2006) 3, 249-261
BLLDB
OLC Linguistik
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43
The input to verb learning in Mandarin Chinese : a role for syntactic bootstrapping
In: Developmental psychology. - Richmond, Va. [u.a.] : American Psychological Association 41 (2005) 3, 529-540
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44
The input to verb learning in Mandarin Chinese : a role for syntactic bootstrapping
In: Developmental psychology. - Richmond, Va. [u.a.] : American Psychological Association 41 (2005) 3, 529-540
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45
Comprehension matters: a commentary on 'A multiple process solution to the logical problem of language acquisition'
In: Journal of child language. - Cambridge [u.a.] : Cambridge Univ. Press 31 (2004) 4, 936-940
OLC Linguistik
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46
A multiple process solution to the logical problem of language acquisition (incl. commentaries and author's response)
In: Journal of child language. - Cambridge [u.a.] : Cambridge Univ. Press 31 (2004) 4, 883-968
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47
Keeping verb acquisition in motion : a comparison of English and Spanish
In: Weaving a lexicon. - Cambridge, Mass. [u.a.] : MIT Press (2004), 569-602
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48
Paradox lost? No, paradox found! Reply to Tomasello and Akhtar (2003)
In: Cognition. - Amsterdam [u.a] : Elsevier 88 (2003) 3, 325-330
OLC Linguistik
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49
Form is easy, meaning is hard: resolving a paradox in early child language
In: Cognition. - Amsterdam [u.a] : Elsevier 86 (2003) 2, 157
OLC Linguistik
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50
Paradox lost? : No, paradox found! Reply to Tomasello and Akhtar (2003)
In: Cognition. - Amsterdam [u.a] : Elsevier 88 (2003) 3, 325-329
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51
Language-general and language-specific influences on children's acquisition of argument structure: a comparison of French and English
In: Journal of child language. - Cambridge [u.a.] : Cambridge Univ. Press 29 (2002) 3, 545-566
OLC Linguistik
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52
Language-general and language-specific influences on children's acquisition of argument structure : a comparison of French and English
In: Journal of child language. - Cambridge [u.a.] : Cambridge Univ. Press 29 (2002) 3, 545-566
BLLDB
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53
Form is easy, meaning is hard : resolving a paradox in early child language
In: Cognition. - Amsterdam [u.a] : Elsevier 86 (2002) 2, 157-199
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54
How children use input to acquire a lexicon
In: Child development. - Malden, Ma. [u.a.] : Blackwell 73 (2002) 2, 418-433
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55
Generalizing verbs to different structures: Evidence for the importance of understanding meaning
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56
Why theories of word learning don't always work as theories of verb learning
In: Behavioral and brain sciences. - New York, NY [u.a.] : Cambridge Univ. Press 24 (2001) 6, 1113
OLC Linguistik
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57
Generalizing novel verbs to different structures: evidence for the early distinction of verbs and frames
BASE
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58
Perception, cognition, and language : essays in honor of Henry and Lila Gleitman
Rozin, Paul (Mitarb.); Hirsh-Pasek, Kathy (Mitarb.); Kelly, Michael (Mitarb.). - Cambridge, Mass. [u.a.] : Bradford Books, 2000
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UB Frankfurt Linguistik
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59
Why are some verbs learned before other verbs ? Effects of input frequency and structure on children's early verb use
In: Journal of child language. - Cambridge [u.a.] : Cambridge Univ. Press 25 (1998) 1, 95-120
OLC Linguistik
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60
Why are some verbs learned before other verbs? : Effects of input frequency and structure on children's early verb use
In: Journal of child language. - Cambridge [u.a.] : Cambridge Univ. Press 25 (1998) 1, 95-120
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