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Results for Word learning

Publications & Outputs

  1. Under-resourced or overloaded? Rethinking working memory deficits in developmental language disorder

    Jones, S. & Westermann, G., 28/04/2022, (E-pub ahead of print) In: Psychological Review.

    Research output: Contribution to Journal/MagazineJournal articlepeer-review

  2. Are children with autism more likely to retain object names when learning from colour photographs or black-and-white cartoons?

    Carter, C. & Hartley, C., 30/09/2021, In: Journal of Autism and Developmental Disorders. 51, 9, p. 3050-3062 13 p.

    Research output: Contribution to Journal/MagazineJournal articlepeer-review

  3. The relationships between oral language and reading instruction: Evidence from a computational model of reading

    Chang, Y-N., Taylor, J., Rastle, K. & Monaghan, P., 1/12/2020, In: Cognitive Psychology. 123, 20 p., 101336.

    Research output: Contribution to Journal/MagazineJournal articlepeer-review

  4. Accuracy and variability in early spontaneous word production: The effects of age, frequency, and neighbourhood density

    Jones, S., 1/04/2020, In: First Language. 40, 2, p. 128-150 23 p.

    Research output: Contribution to Journal/MagazineJournal articlepeer-review

  5. Taking their eye off the ball: How shyness affects children’s attention during word learning

    Hilton, M., Twomey, K. & Westermann, G., 1/07/2019, In: Journal of Experimental Child Psychology. 183, p. 134-145 12 p.

    Research output: Contribution to Journal/MagazineJournal articlepeer-review

  6. Investigating the relationship between fast mapping, retention, and generalisation of words in children with autism spectrum disorder and typical development.

    Hartley, C. K., Bird, L-A. & Monaghan, P. J., 1/06/2019, In: Cognition. 187, p. 126-138 13 p.

    Research output: Contribution to Journal/MagazineJournal articlepeer-review

  7. All the Right Noises: Background Variability Helps Early Word Learning

    Twomey, K. E., Ma, L. & Westermann, G., 1/05/2018, In: Cognitive Science. 42 Suppl 2, Suppl. 2, p. 413-438 26 p.

    Research output: Contribution to Journal/MagazineJournal articlepeer-review

  8. Canalization of language structure from environmental constraints: a computational model of word learning from multiple cues

    Monaghan, P. J., 01/2017, In: Topics in Cognitive Science. 9, 1, p. 21-34 14 p.

    Research output: Contribution to Journal/MagazineJournal articlepeer-review

  9. Attentional learning helps language acquisition take shape for atypically developing children, not just children with autism spectrum disorders

    Field, C., Allen, M. L. & Lewis, C., 10/2016, In: Journal of Autism and Developmental Disorders. 46, 10, p. 3195-3206 12 p.

    Research output: Contribution to Journal/MagazineJournal articlepeer-review

  10. Are children with Autism Spectrum Disorder initially attuned to object function rather than shape for word learning?

    Field, C., Allen, M. L. & Lewis, C. N., 04/2016, In: Journal of Autism and Developmental Disorders. 46, 4, p. 1210-1219 10 p.

    Research output: Contribution to Journal/MagazineJournal articlepeer-review

  11. Integrating constraints for learning word-referent mappings

    Monaghan, P. & Mattock, K., 04/2012, In: Cognition. 123, 1, p. 133-143 11 p.

    Research output: Contribution to Journal/MagazineJournal articlepeer-review

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