These tools will no longer be maintained as of December 31, 2024. Archived website can be found here. PubMed4Hh GitHub repository can be found here. Contact NLM Customer Service if you have questions.


BIOMARKERS

Molecular Biopsy of Human Tumors

- a resource for Precision Medicine *

365 related articles for article (PubMed ID: 28658646)

  • 21. Contextual diversity facilitates learning new words in the classroom.
    Rosa E; Tapia JL; Perea M
    PLoS One; 2017; 12(6):e0179004. PubMed ID: 28586354
    [TBL] [Abstract][Full Text] [Related]  

  • 22. Word recognition in child second language learners: Evidence from cognates and false friends.
    Brenders P; van Hell JG; Dijkstra T
    J Exp Child Psychol; 2011 Aug; 109(4):383-96. PubMed ID: 21507422
    [TBL] [Abstract][Full Text] [Related]  

  • 23. "Shhh! We're tryin' to concentrate": attention and environmental distracters in novel word learning.
    Dixon WE; Salley BJ
    J Genet Psychol; 2006 Dec; 167(4):393-414. PubMed ID: 17645230
    [TBL] [Abstract][Full Text] [Related]  

  • 24. A joint model of word segmentation and meaning acquisition through cross-situational learning.
    Räsänen O; Rasilo H
    Psychol Rev; 2015 Oct; 122(4):792-829. PubMed ID: 26437151
    [TBL] [Abstract][Full Text] [Related]  

  • 25. The effect of recall, reproduction, and restudy on word learning: a pre-registered study.
    Krishnan S; Watkins KE; Bishop DVM
    BMC Psychol; 2017 Aug; 5(1):28. PubMed ID: 28778213
    [TBL] [Abstract][Full Text] [Related]  

  • 26. Learning words from knowledgeable versus ignorant speakers: links between preschoolers' theory of mind and semantic development.
    Sabbagh MA; Baldwin DA
    Child Dev; 2001; 72(4):1054-70. PubMed ID: 11480934
    [TBL] [Abstract][Full Text] [Related]  

  • 27. Breaking the language barrier: an emergentist coalition model for the origins of word learning.
    Hollich GJ; Hirsh-Pasek K; Golinkoff RM; Brand RJ; Brown E; Chung HL; Hennon E; Rocroi C
    Monogr Soc Res Child Dev; 2000; 65(3):i-vi, 1-123. PubMed ID: 12467096
    [TBL] [Abstract][Full Text] [Related]  

  • 28. From shared contexts to syntactic categories: the role of distributional information in learning linguistic form-classes.
    Reeder PA; Newport EL; Aslin RN
    Cogn Psychol; 2013 Feb; 66(1):30-54. PubMed ID: 23089290
    [TBL] [Abstract][Full Text] [Related]  

  • 29. Contextual learning of L2 word meanings: Second language proficiency modulates behavioural and ERP indicators of learning.
    Elgort I; Perfetti CA; Rickles B; Stafura JZ
    Lang Cogn Neurosci; 2015 Jun; 30(5):506-528. PubMed ID: 25984550
    [TBL] [Abstract][Full Text] [Related]  

  • 30. Semantic facilitation in bilingual first language acquisition.
    Bilson S; Yoshida H; Tran CD; Woods EA; Hills TT
    Cognition; 2015 Jul; 140():122-34. PubMed ID: 25909582
    [TBL] [Abstract][Full Text] [Related]  

  • 31. Monolingual, bilingual, trilingual: infants' language experience influences the development of a word-learning heuristic.
    Byers-Heinlein K; Werker JF
    Dev Sci; 2009 Sep; 12(5):815-23. PubMed ID: 19702772
    [TBL] [Abstract][Full Text] [Related]  

  • 32. Gavagai is as Gavagai does: learning nouns and verbs from cross-situational statistics.
    Monaghan P; Mattock K; Davies RA; Smith AC
    Cogn Sci; 2015 Jul; 39(5):1099-112. PubMed ID: 25327892
    [TBL] [Abstract][Full Text] [Related]  

  • 33. Theory of mind and emotion recognition skills in children with specific language impairment, autism spectrum disorder and typical development: group differences and connection to knowledge of grammatical morphology, word-finding abilities and verbal working memory.
    Loukusa S; Mäkinen L; Kuusikko-Gauffin S; Ebeling H; Moilanen I
    Int J Lang Commun Disord; 2014; 49(4):498-507. PubMed ID: 24888967
    [TBL] [Abstract][Full Text] [Related]  

  • 34. The impact of internal-generated contextual clues on EFL vocabulary learning: insights from EEG.
    Zhou W; Wu X
    Front Psychol; 2024; 15():1332098. PubMed ID: 38371709
    [TBL] [Abstract][Full Text] [Related]  

  • 35. After Initial Retrieval Practice, More Retrieval Produces Better Retention Than More Study in the Word Learning of Children With Developmental Language Disorder.
    Leonard LB; Deevy P; Karpicke JD; Christ SL; Kueser JB
    J Speech Lang Hear Res; 2020 Aug; 63(8):2763-2776. PubMed ID: 32692599
    [TBL] [Abstract][Full Text] [Related]  

  • 36. The relation between syllable number and visual complexity in the acquisition of word meanings.
    Kelly MH; Springer K; Keil FC
    Mem Cognit; 1990 Sep; 18(5):528-36. PubMed ID: 2233265
    [TBL] [Abstract][Full Text] [Related]  

  • 37. Social interaction facilitates word learning in preverbal infants: Word-object mapping and word segmentation.
    Hakuno Y; Omori T; Yamamoto JI; Minagawa Y
    Infant Behav Dev; 2017 Aug; 48(Pt B):65-77. PubMed ID: 28578869
    [TBL] [Abstract][Full Text] [Related]  

  • 38. Visual word recognition by bilinguals in a sentence context: evidence for nonselective lexical access.
    Duyck W; Assche EV; Drieghe D; Hartsuiker RJ
    J Exp Psychol Learn Mem Cogn; 2007 Jul; 33(4):663-79. PubMed ID: 17576146
    [TBL] [Abstract][Full Text] [Related]  

  • 39. To sleep or not to sleep? No effect of sleep on contextual word learning in younger adults.
    Schimke EA; Copland DA; Gomersall SR; Angwin AJ
    Q J Exp Psychol (Hove); 2024 Apr; 77(4):789-802. PubMed ID: 37212629
    [TBL] [Abstract][Full Text] [Related]  

  • 40. Multimodal Word Meaning Induction From Minimal Exposure to Natural Text.
    Lazaridou A; Marelli M; Baroni M
    Cogn Sci; 2017 Apr; 41 Suppl 4():677-705. PubMed ID: 28323353
    [TBL] [Abstract][Full Text] [Related]  

    [Previous]   [Next]    [New Search]
    of 19.