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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 Hits 1 – 20 of 54 1 COVID-19 first lockdown as a window into language acquisition: associations between caregiver-child activities and vocabulary gains ... Kartushina, Natalia; Mani, Nivedita; Aktan-Erciyes, Aslı. - : Carnegie Mellon University Library Publishing Service, 2022 BASE Show details 2 COVID-19 first lockdown as a window into language acquisition: Associations between caregiver-child activities and vocabulary gains Bergmann, Christina; Mieszkowska, Karolina; Krajewski, Grzegorz... In: [PsyArXiv preprint] COVID-19 first lockdown as a window into language acquisition: associations between caregiver-child activities and vocabulary gains (2022) BASE Show details 3 COVID-19 first lockdown as a window into language acquisition : associations between caregiver-child activities and vocabulary gains Kartushina, Natalia; Mani, Nivedita; Aktan-Erciyes , Aslı. - : Carnegie Mellon University Library Publishing Service, 2022 BASE Show details 4 The impact of COVID-19 and associated precautionary measures on digital media use in early childhood ... Mani, Nivedita. - : Open Science Framework, 2021 BASE Show details 5 A multilab study of bilingual infants: Exploring the preference for infant-directed speech Gonzalez-Gomez, Nayeli; Killam, Hilary; Waddell, Connor. - 2021 BASE Show details 6 Quantifying Sources of Variability in Infancy Research Using the Infant-Directed-Speech Preference Bergmann, Christina; Nave, Karli M; Seidl, Amanda. - : SAGE Publications, 2021 BASE Show details 7 A multilab study of bilingual infants : exploring the preference for infant-directed speech Byers-Heinlein, Krista; Tsui, Angeline S.; Bergmann, Christina. - : U.S., Sage Publications, 2021 BASE Show details 8 Elementary School L2 English Teachers’ Language Performance and Children’s Second Language Acquisition Carlson, Cirsten [Verfasser]; Kersten, Kristin [Gutachter]; Mani, Nivedita [Gutachter]. - Hildesheim : Universitätsverlag Hildesheim, 2020 DNB Subject Category Language Show details 9 Quantifying Sources of Variability in Infancy Research Using the Infant-Directed-Speech Preference Frank, Michael,; Alcock, Katherine Jane; Arias-Trejo, Natalia... In: ISSN: 2515-2459 ; EISSN: 2515-2467 ; Advances in Methods and Practices in Psychological Science ; https://hal-univ-rennes1.archives-ouvertes.fr/hal-02509817 ; Advances in Methods and Practices in Psychological Science, [Thousand Oaks]: [SAGE Publications], 2020, 3 (1), pp.24-52. ⟨10.1177/2515245919900809⟩ (2020) BASE Show details 10 Quantifying Sources of Variability in Infancy Research Using the Infant-Directed-Speech Preference Frank, Michael C; Alcock, Katherine Jane; Arias-Trejo, Natalia... In: ADVANCES IN METHODS AND PRACTICES IN PSYCHOLOGICAL SCIENCE, vol 3, iss 1 (2020) BASE Show details 11 Signs activate their written word translation in deaf adults: An ERP study on cross-modal co-activation in German Sign Language Hosemann, Jana; Mani, Nivedita; Herrmann, Annika... In: Glossa: a journal of general linguistics; Vol 5, No 1 (2020); 57 ; 2397-1835 (2020) BASE Show details 12 The limits of infants’ early word learning Taxitari, Loukia; Twomey, Katherine; Westermann, Gert. - 2020 BASE Show details 13 Retrospective inferences in selective trust Schütte, Friederike; Mani, Nivedita; Behne, Tanya. - : The Royal Society, 2020 BASE Show details 14 Consistency of co-occurring actions influences young children’s word learning Eiteljoerge, Sarah F. V.; Adam, Maurits; Elsner, Birgit; Mani, Nivedita. - 2019 Abstract: Communication with young children is often multimodal in nature, involving, for example, language and actions. The simultaneous presentation of information from both domains may boost language learning by highlighting the connection between an object and a word, owing to temporal overlap in the presentation of multimodal input. However, the overlap is not merely temporal but can also covary in the extent to which particular actions co-occur with particular words and objects, e.g. carers typically produce a hopping action when talking about rabbits and a snapping action for crocodiles. The frequency with which actions and words co-occurs in the presence of the referents of these words may also impact young children’s word learning. We, therefore, examined the extent to which consistency in the co-occurrence of particular actions and words impacted children’s learning of novel word–object associations. Children (18 months, 30 months and 36–48 months) and adults were presented with two novel objects and heard their novel labels while different actions were performed on these objects, such that the particular actions and word–object pairings always co-occurred (Consistent group) or varied across trials (Inconsistent group). At test, participants saw both objects and heard one of the labels to examine whether participants recognized the target object upon hearing its label. Growth curve models revealed that 18-month-olds did not learn words for objects in either condition, and 30-month-old and 36- to 48-month-old children learned words for objects only in the Consistent condition, in contrast to adults who learned words for objects independent of the actions presented. Thus, consistency in the multimodal input influenced word learning in early childhood but not in adulthood. In terms of a dynamic systems account of word learning, our study shows how multimodal learning settings interact with the child’s perceptual abilities to shape the learning experience. ; Open-Access-Publikationsfonds 2019 ; peerReviewed Keyword: 570; actions; consistency; cross-domain influences; variability; word learning URL: https://doi.org/10.1098/rsos.190097 http://resolver.sub.uni-goettingen.de/purl?gs-1/16346 BASE Hide details 15 The Limits of Infants’ Early Word Learning Taxitari, Loukia; Twomey, Katherine E.; Westermann, Gert. - : Psychology Press, 2019 BASE Show details 16 Canonical Babbling: A Marker for Earlier Identification of Late Detected Developmental Disorders? Lang, Sigrun; Bartl-Pokorny, Katrin D.; Pokorny, Florian B.. - : Springer International Publishing, 2019 BASE Show details 17 Consistency of co-occurring actions influences young children’s word learning Eiteljoerge, Sarah F. V.; Adam, Maurits; Elsner, Birgit. - : The Royal Society, 2019 BASE Show details 18 Word-object and action-object association learning across early development Eiteljoerge, Sarah F. V.; Adam, Maurits; Elsner, Birgit. - : Public Library of Science, 2019 BASE Show details 19 Introduction Mani, Nivedita; Mishra, Ramesh Kumar; Huettig, Falk In: The interactive mind (Chennai, 2018), p. 1-2 MPI für Psycholinguistik Show details 20 The interactive mind : language, vision and attention Mani, Nivedita; Mishra, Ramesh Kumar; Huettig, Falk. - Chennai : MacMillan Publishers India, 2018 MPI für Psycholinguistik Show details Page: 1 2 3

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