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Teaching vocabulary to adolescents with language disorder: perspectives from teachers and speech and language therapists
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A systematic review of speech, language and communication interventions for children with Down syndrome from 0 to 6 years
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Understanding and Supporting Peer Relationships in Adolescents with Acquired Brain Injury: A Stakeholder Engagement Study
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The interplay between early social interaction, language and executive function development in deaf and hearing infants
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UK Speech & Language Therapists working in school-aged children dysphagia practice. Impact of Covid19 on clinical practice: A survey
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A classroom intervention targeting working memory, attention and language skills: a cluster randomised feasibility trial
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Detecting joint attention events in mother-infant dyads : sharing looks cannot be reliably identified by naïve third-party observers
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Associations between language difficulties, peer victimization, and bully perpetration from 3 through 8 years of age : results From a population-based study
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Is mere exposure enough? The effects of bilingual environments on infant cognitive development
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Abstract:
Bilinguals purportedly outperform monolinguals in non-verbal tasks of cognitive control (the ‘bilingual advantage'). The most common explanation is that managing two languages during language production constantly draws upon, and thus strengthens, domain-general inhibitory mechanisms (Green 1998 Biling. Lang. Cogn.1, 67–81. (doi:10.1017/S1366728998000133)). However, this theory cannot explain why a bilingual advantage has been found in preverbal infants (Kovacs & Mehler 2009 Proc. Natl Acad. Sci. USA106, 6556–6560. (doi:10.1073/pnas.0811323106)). An alternative explanation is needed. We propose that exposure to more varied, less predictable (language) environments drive infants to sample more by placing less weight on consolidating familiar information in order to orient sooner to (and explore) new stimuli. To confirm the bilingual advantage in infants and test our proposal, we administered four gaze-contingent eye-tracking tasks to seven- to nine-month-old infants who were being raised in either bilingual (n = 51) or monolingual (n = 51) homes. We could not replicate the finding by Kovacs and Mehler that bilingual but not monolingual infants inhibit learned behaviour (experiment 1). However, we found that infants exposed to bilingual environments do indeed explore more than those exposed to monolingual environments, by potentially disengaging attention faster from one stimulus in order to shift attention to another (experiment 3) and by switching attention more frequently between stimuli (experiment 4). These data suggest that experience-driven adaptations may indeed result in infants exposed to bilingual environments switching attention more frequently than infants exposed to a monolingual environment.
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Keyword:
BF Psychology; P Philology. Linguistics; RC0321 Neuroscience. Biological psychiatry. Neuropsychiatry; RJ Pediatrics
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URL: https://openaccess.city.ac.uk/id/eprint/27433/ https://doi.org/10.1098/rsos.180191 https://openaccess.city.ac.uk/id/eprint/27433/1/D%27Souza%20et%20al%202020%20-%20RSOS.pdf
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Reflections on COVID -19 and the potential impact on preterm infant feeding and speech, language and communication development
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"El nen s'ha menjat una aranya": The development of narratives in Catalan speaking children
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Sensory assessment and acceptability of coated tablets relationship between instrumental methods and human data
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Images and imagination : automated analysis of priming effects related to autism spectrum disorder and developmental language disorder
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Literacy and phonological skills in oral deaf children and hearing children with a history of dyslexia
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Do children use different forms of verbal rehearsal in serial picture recall tasks? A multi-method study
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Late phonological development in Spanish children with bilateral hearing loss / Desarrollo fonologico tardio en ninos espanoles con perdidas auditivas bilaterales
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