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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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Abstract:
Several bodies of research have found different results with regard to presentation timing, categorization, and generalization. Both presenting instances at the same time (simultaneous) and presenting instances apart in time (spacing) have been shown to facilitate generalization. In this study, we resolved these results by examining simultaneous, massed, and spaced presentations in 2-year-old children’s (N = 144) immediate and long-term performance on a novel noun generalization task. Results revealed that, when tested immediately, children in the simultaneous condition outperformed children in all other conditions. However, when tested after 15 minutes, children in the spaced condition outperformed children in all other conditions. Results are discussed in terms of how retrieval dynamics during learning affect abstraction, retention, and generalization across time.
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Keyword:
Article
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URL: https://doi.org/10.1037/a0025260 http://www.ncbi.nlm.nih.gov/pubmed/21895392 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3302959
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