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1
Pre‐schoolers use head gestures rather than prosodic cues to highlight important information in speech
In: ISSN: 1363-755X ; EISSN: 1467-7687 ; Developmental Science ; https://hal.univ-grenoble-alpes.fr/hal-03348546 ; Developmental Science, Wiley, 2021, ⟨10.1111/desc.13154⟩ (2021)
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2
Visual, audiovisual and audiovisual-tactile modes in the perception and production of non-native sounds by children
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3
The children’s use of tactile and visual information (vs. acoustic information) when learning non-native phonological contrasts
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4
Pre-schoolers use head gestures rather than prosodic cues to highlight important information in speech
Esteve Gibert, Núria; Loevenbruck, Hélène; Dohen, Marion. - : Developmental Science, 2021
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5
Alignment of head nods in French focus: an EMA study
In: ISSP 2020 - 12th International Seminar on Speech Production ; https://hal.archives-ouvertes.fr/hal-03098761 ; ISSP 2020 - 12th International Seminar on Speech Production, Haskins Laboratories, Dec 2020, Providence (virtual), United States ; https://issp2020.yale.edu/ (2020)
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6
Empathy influences how listeners interpret intonation and meaning when words are ambiguous
In: ISSN: 0090-502X ; Memory and Cognition ; https://halshs.archives-ouvertes.fr/halshs-03100846 ; Memory and Cognition, Springer Verlag, 2020, 48 (4), pp.566-580. ⟨10.3758/s13421-019-00990-w⟩ (2020)
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7
Apoyos que favorecen la comprensión del lenguaje en niños con Trastorno del Desarrollo del Lenguaje. Más allá de la literalidad de las palabras
Moreno Noguera, Sara. - : Universitat Oberta de Catalunya (UOC), 2020
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8
Pre-schoolers use head gestures rather than duration or pitch range to signal narrow focus in French
In: ICPhS 2019 - 19th International Congress of Phonetic Sciences ; https://hal.archives-ouvertes.fr/hal-02367780 ; ICPhS 2019 - 19th International Congress of Phonetic Sciences, Aug 2019, Melbourne, Australia ; https://www.icphs2019.org (2019)
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9
Children’s use of tactile input when acquiring non-native phonological contrasts ...
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10
L'ús de la gestualitat en el desenvolupament de la consciència morfològica dels aprenents de l'anglès com a llengua estrangera
Riera Marquès, Caterina. - : Universitat Oberta de Catalunya (UOC), 2019
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11
The development of prosody in first language acquisition
Prieto, Pilar (Herausgeber); Esteve-Gibert, Núria (Herausgeber). - Philadelphia : John Benjamins Publishing Company, 2018
UB Frankfurt Linguistik
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12
Introduction : an overview of research on prosodic development
In: The development of prosody in first language acquisition (Amsterdam, 2018), p. 1-16
MPI für Psycholinguistik
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13
Early development of the prosody-meaning interface
In: The development of prosody in first language acquisition (Amsterdam, 2018), p. 227-246
MPI für Psycholinguistik
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14
Set in time : temporal coordination of prosody and gesture in the development of spoken language production
In: The development of prosody in first language acquisition (Amsterdam, 2018), p. 103-124
MPI für Psycholinguistik
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15
The development of prosody in first language acquisition
Prieto, Pilar; Esteve-Gibert, Núria. - Amsterdam [u.a.] : Benjamins, 2018
Leibniz-Zentrum Allgemeine Sprachwissenschaft
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16
Set in time: Temporal coordination of prosody and gesture in the development of spoken language production
In: The development of prosody in first language acquisition (2018), S. 103-124
Leibniz-Zentrum Allgemeine Sprachwissenschaft
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17
Introduction: An overview of research on prosodic development
In: The development of prosody in first language acquisition (2018), S. 1-14
Leibniz-Zentrum Allgemeine Sprachwissenschaft
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18
Early development of the prosody-meaning interface
In: The development of prosody in first language acquisition (2018), S. 227-246
Leibniz-Zentrum Allgemeine Sprachwissenschaft
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19
The development of prosody in first language acquisition
Prieto, Pilar; Esteve-Gibert, Núria. - Amsterdam : Benjamins, 2018
MPI für Psycholinguistik
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20
On French listeners’ ability to use stress during spoken word processing
In: ISSN: 2044-5911 ; EISSN: 2044-592X ; Journal of Cognitive Psychology ; https://hal.archives-ouvertes.fr/hal-01724606 ; Journal of Cognitive Psychology, Taylor & Francis edition, 2018, 30 (2), pp.198 - 206. ⟨10.1080/20445911.2017.1394862⟩ (2018)
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