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word learning
Effects of Instruction on Deriving Word Meaning from Context and Incidental Word Learning
      
Experiments 2 and 3 introduced areference word learning phase prior to thepseudoword dictation task.
      
During early word learning, children may assume a unique form-meaning relationship: that a unique form corresponds to each meaning (Clark, 1987) and vice versa (Slobin, 1985).
      
Sound-symbolism: A Piece in the Puzzle of Word Learning
      
It is concluded that sound symbolism is a word property that influences word learning.
      
A natural extension of this work is to integrate the acoustic word learning methods from CELL to replace this manual transcription step.
      
Answering the remaining questions about word learning and strategy use involved administering tests of vocabulary knowledge and a questionnaire.
      
An increase in the rate of word learning that lasts only 1 week may not reflect a cognitive change--just a busy week.
      
At present, it ignores much information available to word learning such as syntax, and real world associations.
      
During this initial stage of word learning, the child also did not produce any final consonants.
      
Depending on the other parameter values, differences in c may affect either the time at which word learning begins or the rate at which it begins.
      
Future studies may serve to further elucidate the nature of these mechanisms and their relation to word learning.
      
For early researchers in language acquisition, nouns offered a good foundation for studying word learning for a number of reasons.
      
First, parents may respond to children's gestures in ways that facilitate word learning.
      
However, the transition from similarity to rules occurs much faster in the word learning domain than in the continuous feature space domain.
      
Influences on preschoolers' novel word learning during shared storybook reading.
      
In past word learning studies, phonotactic probability has always been correlated with neighborhood density.
      
In this case, the states are two different rates of word learning.
      
In making the word learning task as naturalistic as possible for infants, the experimenter interacted with the child in a social situation.
      
Only one such evidential source is in place when word learning begins; namely, observation of the word's situational contingencies.
      
 

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