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Arbitrary but predictive cues support attention to overlooked features
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Early Language Environments Predict Aspects of Explicit Language Awareness Development
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In: LANGUAGE LEARNING, vol 70, iss 2 (2020)
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How Bilingual Parents Talk to Children About Number in Mandarin and English.
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How Bilingual Parents Talk to Children About Number in Mandarin and English
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Two-year-olds' executive functioning: The influence of task-specific vocabulary knowledge.
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Children's use of linguistic information when learning in a bilingual context.
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In: Journal of experimental child psychology, vol 144 (2016)
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How symbolic experience shapes children's symbolic flexibility.
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In: Child development, vol 85, iss 2 (2014)
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Equal spacing and expanding schedules in children's categorization and generalization.
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In: Journal of experimental child psychology, vol 123, iss 1 (2014)
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Equal spacing and expanding schedules in children's categorization and generalization.
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In: Journal of experimental child psychology, vol 123, iss 1 (2014)
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Does bilingual experience affect early visual perceptual development?
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In: Frontiers in psychology, vol 5, iss DEC (2014)
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Retrieval dynamics and retention in cross-situational statistical word learning.
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In: Cognitive science, vol 38, iss 4 (2014)
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Does bilingual experience affect early visual perceptual development?
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Who is she? Changes in the person context affect categorization.
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Who is she? Changes in the person context affect categorization
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Fast Mapping Across Time: Memory Processes Support Children's Retention of Learned Words.
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In: Frontiers in psychology, vol 3, iss FEB (2012)
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Fast Mapping Across Time: Memory Processes Support Children’s Retention of Learned Words
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At the Same Time or Apart in Time? The Role of Presentation Timing and Retrieval Dynamics in Generalization
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Précis of "Doing without Concepts" : [including open peer commentary and author's response]
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Machery, Edouard; Blanchard, Thomas (Komm.); Couchman, Justin J. (Komm.); Boomer, Joseph (Komm.); Coutinho, Mariana V. C. (Komm.); Smith, J. David (Komm.); Danks, David (Komm.); Dovert, Guy (Komm.); Edwards, Kevan (Komm.); Gonnerman, Chad (Komm.); Weinberg, Jonathan M. (Komm.); Hampton, James A. (Komm.); Harnad, Stevan Robert (Komm.); Hayes, Brett K. (Komm.); Kearney, Lauren (Komm.); Jacobson, Anne J. (Komm.); Keil, Frank (Komm.); Khemlani, Sangeet (Komm.); Goodwin, Geoffrey (Komm.); Lalumera, Elisabetta (Komm.); Lombrozo, Tania (Komm.); Margolis, Eric (Komm.); Laurence, Stephen (Komm.); Markman, Arthur B. (Komm.); Rey, Georges (Komm.); Samuels, Richard (Komm.); Ferreira, Michael (Komm.); Scarantino, Andrea (Komm.); Schneider, Susan (Komm.); Strohminger, Nina (Komm.); Moore, Bradley W. (Komm.); Virtel, James (Komm.); Piccinini, Gualtiero (Komm.); Vlach, Haley A. (Komm.); Krogh, Lauren (Komm.); Thom, Emily E. (Komm.); Sandhofer, Catherine M. (Komm.); Weiskopf, Daniel A. (Komm.); Yermolayeva, Yevdokiya (Komm.); Rakison, David H. (Komm.); Zaki, Safa R. (Komm.); Cruz, Joe (Komm.)
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In: Behavioral and brain sciences. - New York, NY [u.a.] : Cambridge Univ. Press 33 (2010) 2-3, 195-244
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Keyword:
Induktion (Kognitionsforschung); Intension/Extension; Kategorie (psycholing.); Kognitive Psychologie; Konzept (psycholing.); Konzept (Wissenschaftstheorie); Machery, Edouard; Ontologie; Philosophie des Geistes; Prototyp (semant.); Reduktionismus (Wissenschaftstheorie); Theoriebildung; Wissen (Kognitionsforschung)
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