Search results

  • Full text

  • Document type

    • Publication year

  • Organisation

Results: 80
Number of items: 80
  • Open Access
    Spit, S. B. (2022). Awareness and instruction when kindergarteners acquire grammar. [Thesis, fully internal, Universiteit van Amsterdam]. LOT. https://doi.org/10.48273/LOT0612
  • Open Access
    de Bree, E., Lammertink, I., van Witteloostuijn, M., & Rispens, J. (2022). Word-level spelling of children with dyslexia and developmental language disorder. Stem-, Spraak-, en Taalpathologie, 27, 24-52. https://doi.org/10.21827/32.8310/2022-SG-24
  • Open Access
    Rivera-Vera, N., Andringa, S., Kronmüller, E., Monaghan, P., & Rispens, J. (2022). The effect of speaker reliability on adult cross-situational word learning. Glossa Psycholinguistics, 1(1). https://doi.org/10.5070/G601113
  • Open Access
    Van Koert, M. J. H., Leona, N. L., Rispens, J. E., Tijms, J., Van der Molen, M. W., van Daal, V. H. P., & Snellings, P. (2022). The role of memory in the acquisition of vocabulary and grammar in the first language and in English as a foreign language. In V. De Wilde, & C. Goriot (Eds.), Second Language Learning Before Adulthood: Individual Differences in Children and Adolescents (pp. 31-64). (Studies on Language Acquisition ; Vol. 65). De Gruyter Mouton. https://doi.org/10.1515/9783110743043-003
  • Open Access
    Spit, S., Andringa, S., Rispens, J., & Aboh, E. O. (2022). The Effect of Explicit Instruction on Implicit and Explicit Linguistic Knowledge in Kindergartners. Language Learning and Development, 18(2), 201-228. https://doi.org/10.1080/15475441.2021.1941968
  • Open Access
    Spit, S., Andringa, S., Rispens, J., & Aboh, E. O. (2022). Kindergarteners Use Cross-Situational Statistics to Infer the Meaning of Grammatical Elements. Journal of Psycholinguistic Research, 51(6), 1311-1333. https://doi.org/10.1007/s10936-022-09898-0
  • Broedelet, I. R. L., Boersma, P. P. G., & Rispens, J. E. (2021, October 22). DATA ANALYSIS - Distributional learning of novel visual object categories in children with and without developmental language disorder [Data set]. Universiteit van Amsterdam. https://doi.org/10.21942/uva.13095317.v1
  • Open Access
    Broedelet, I., Boersma, P., & Rispens, J. (2021). Measuring (online) word segmentation in adults and children. Dutch Journal of Applied Linguistics, 10. https://doi.org/10.51751/dujal9607
  • Open Access
    Spit, S., Andringa, S., Rispens, J., & Aboh, E. O. (2021). Do Kindergarteners Develop Awareness of the Statistical Regularities They Acquire? Language Learning, 71(2), 573-611. https://doi.org/10.1111/lang.12445
  • Open Access
    van Witteloostuijn, M., Boersma, P., Wijnen, F., & Rispens, J. (2021). The contribution of individual differences in statistical learning to reading and spelling performance in children with and without dyslexia. Dyslexia, 27(2), 168-186. https://doi.org/10.1002/dys.1678
Page 3 of 8