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1
Emotion Understanding in Bilingual Preschoolers
In: Behavioral Sciences; Volume 12; Issue 4; Pages: 115 (2022)
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2
Towards alignment strategies in human-agent interactions based on measures of lexical repetitions
In: ISSN: 1574-020X ; EISSN: 1574-0218 ; Language Resources and Evaluation ; https://hal.archives-ouvertes.fr/hal-03147824 ; Language Resources and Evaluation, Springer Verlag, 2021, 55 (2), pp.353-388. ⟨10.1007/s10579-021-09532-w⟩ ; https://link.springer.com/journal/10579/volumes-and-issues/55-2 (2021)
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3
Towards alignment strategies in human-agent interactions based on measures of lexical repetitions
In: ISSN: 1574-020X ; EISSN: 1572-8412 ; Language Resources and Evaluation ; https://hal.archives-ouvertes.fr/hal-03147824 ; Language Resources and Evaluation, Springer Verlag, 2021, ⟨10.1007/s10579-021-09532-w⟩ (2021)
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4
Exploring Neural Signal Complexity as a Potential Link between Creative Thinking, Intelligence, and Cognitive Control
In: Journal of Intelligence; Volume 9; Issue 4; Pages: 59 (2021)
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5
Quality of L2 Input and Cognitive Skills Predict L2 Grammar Comprehension in Instructed SLA Independently
Abstract: Input is considered one of the most important factors in the acquisition of lexical and grammatical skills. Input has been found to interact with other factors, such as learner cognitive skills and the circumstances where language is heard. Language learning itself has sometimes been found to enhance cognitive skills. Indeed, intensive contact with another language has been found to sometimes boost cognitive skills, even in intensive instructed settings, such as immersion programs (bilingual advantage hypothesis). In this paper, we report a cross-sectional study to assess grammar learning of 79 fourth grade German students learning L2 English in two immersion schools. Verbal teacher input was assessed using the Teacher Input Observation Scheme (TIOS, Items 14–25), and the learners’ L2 grammar comprehension was tested with the ELIAS Grammar Test II. Cognitive skills, including phonological awareness, working memory, and non-verbal intelligence, were determined using standardized assessment procedures. The results show that verbal input quantity and quality correlated significantly with the learners’ L2 grammar comprehension. None of the cognitive skills moderated the effect of input on grammar comprehension but all predicted it independently. The combination of L2 input and phonological awareness was found to be the most robust predictor of L2 grammar comprehension. ; Peer reviewed
Keyword: cognitive skills; grammar comprehension; input quality; L2 acquisition; non-verbal intelligence; phonological awareness; working memory
URL: http://hdl.handle.net/2299/24993
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6
The relationship between cognitive ability and BOLD activation across sleep–wake states
In: Brain and Mind Institute Researchers' Publications (2021)
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7
The Relation of Second Language Study in Elementary School to Later Verbal Intelligence
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8
LINGUISTIC AND HUMANITARIAN COMPETENCE OF FUTURE ENGINEERS: THE PHILOSOPHICAL AND ANTHROPOLOGICAL ASPECT
In: Human Studies. Series of Pedagogy; № 10/42 (2020); 122-134 ; Людинознавчі студії. Серія Педагогіка; № 10/42 (2020); 122-134 ; 2413-2039 ; 2313-2094 (2020)
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9
Communicating with robots: What we do wrong and what we do right in artificial social intelligence, and what we need to do better
Kappas, Arvid; Stower, Rebecca; Vanman, Eric J.. - : Springer International Publishing, 2020
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10
The Environment and Child Development: A Multivariate Approach ...
Johnson, Amy. - : Apollo - University of Cambridge Repository, 2019
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11
The Environment and Child Development: A Multivariate Approach
Johnson, Amy. - : University of Cambridge, 2019. : MRC Cognition and Brain Sciences Unit II, 2019. : Hughes Hall, 2019
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12
Gender Differences in the Multiple Intelligence Skills of Library and Information Science Professionals in Universities in Tamil Nadu, India
In: Library Philosophy and Practice (e-journal) (2019)
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13
Théories du langage, théories de l'apprentissage : le débat entre Jean Piaget et Noam Chomsky
Piaget, Jean; Noizet, Yvonne (Übersetzer); Chomsky, Noam. - Paris : Éditions Points, 2018
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UB Frankfurt Linguistik
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14
Semantic reranking of CRF label sequences for verbal multiword expression identification ; Multiword expressions at length and in depth: Extended papers from the MWE 2017 workshop
Maldonado Guerra, Alfredo; Moreau, Erwan; Vogel, Carl. - : Language Science Press, 2018
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15
Culture Talk: Sensitizing Cultural Intelligence through Intercultural Radio Interviews
Sims, Judy Rene. - : Broadcast Education Asociation National Convention, Las Vegas, NV, 2018
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16
Influencia del Síndrome de Burnout, niveles de estrés, lenguaje no verbal e Inteligencia Emocional en el desarrollo competencial de profesionales docentes universitarios
Puertas Molero, Pilar. - : Jaén : Universidad de Jaén, 2018
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17
Why gesture? : how the hands function in speaking, thinking and communicating
Church, R. Breckinridge (Herausgeber); Kelly, Spencer D. (Herausgeber); Alibali, Martha (Herausgeber). - Philadelphia : John Benjamins Publishing Company, 2017
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UB Frankfurt Linguistik
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18
A Methodology for the Automatic Extraction and Generation of Non-Verbal Signals Sequences Conveying Interpersonal Attitudes
In: ISSN: 1949-3045 ; IEEE Transactions on Affective Computing ; https://hal.archives-ouvertes.fr/hal-01793271 ; IEEE Transactions on Affective Computing, Institute of Electrical and Electronics Engineers, 2017, XX, pp.1 - 1. ⟨10.1109/TAFFC.2017.2753777⟩ (2017)
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19
A Critical Examination of Standardised Testing of Minority Language Children
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20
A critical examination of standardized testing of Minority Language Children
Fitzsimons, Paula. - : Marino Institute of Education, 2017
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