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Infancy : the Official Journal of the International Society on Infant Studies
|
November 7, 2020
Infants' First Words are not Phonetically Specified: Own Name Recognition in British English-Learning 5-Month-Olds
Claire Delle Luche, Caroline Floccia, Lionel Granjon, et al.
Infancy : the Official Journal of the International Society on Infant Studies
|
September 6, 2022
Tracking the associative boost in infancy
Kim Plunkett, Claire Delle Luche, Thomas Hills, et al.
Developmental Science
|
March 18, 2014
Implicit meaning in 18-month-old toddlers
Claire Delle Luche, Samantha Durrant, Caroline Floccia, et al.
Infant Behavior & Development
|
July 16, 2015
A methodological investigation of the Intermodal Preferential Looking paradigm: Methods of analyses, picture selection and data rejection criteria
Claire Delle Luche, Samantha Durrant, Silvana Poltrock, et al.
Journal of Child Language
|
March 25, 2014
Monodialectal and multidialectal infants' representation of familiar words
Samantha Durrant, Claire Delle Luche, Allegra Cattani, et al.
Cognition
|
May 1, 2012
Parent or community: where do 20-month-olds exposed to two accents acquire their representation of words?
Caroline Floccia, Claire Delle Luche, Samantha Durrant, et al.
Cognitive Science
|
June 28, 2011
The interpretation of classically quantified sentences: a set-theoretic approach
Guy Politzer, Jean-Baptiste Henst, Claire Delle Luche, et al.
Journal of Child Language
|
July 23, 2013
English-learning one- to two-year-olds do not show a consonant bias in word learning
Caroline Floccia, Thierry Nazzi, Claire Delle Luche, et al.
Cognition
|
December 29, 2015
British English infants segment words only with exaggerated infant-directed speech stimuli
Caroline Floccia, Tamar Keren-Portnoy, Rory DePaolis, et al.
Monographs of the Society for Research in Child Development
|
February 23, 2018
IV: RESULTS FOR STUDIES 2 AND 3: THE UKBTAT MODEL AND ITS APPLICATION TO NONTARGET ADDITIONAL LANGUAGE LEARNERS
Caroline Floccia, Thomas D Sambrook, Claire Delle Luche, et al.
Page
of 2
Search research articles
Search
Showing results (1-10 of 14) with videos related to
Sort By:
Page
of 2
Infancy : the Official Journal of the International Society on Infant Studies
|
November 7, 2020
Infants' First Words are not Phonetically Specified: Own Name Recognition in British English-Learning 5-Month-Olds
Claire Delle Luche, Caroline Floccia, Lionel Granjon, et al.
Infancy : the Official Journal of the International Society on Infant Studies
|
September 6, 2022
Tracking the associative boost in infancy
Kim Plunkett, Claire Delle Luche, Thomas Hills, et al.
Developmental Science
|
March 18, 2014
Implicit meaning in 18-month-old toddlers
Claire Delle Luche, Samantha Durrant, Caroline Floccia, et al.
Infant Behavior & Development
|
July 16, 2015
A methodological investigation of the Intermodal Preferential Looking paradigm: Methods of analyses, picture selection and data rejection criteria
Claire Delle Luche, Samantha Durrant, Silvana Poltrock, et al.
Journal of Child Language
|
March 25, 2014
Monodialectal and multidialectal infants' representation of familiar words
Samantha Durrant, Claire Delle Luche, Allegra Cattani, et al.
Cognition
|
May 1, 2012
Parent or community: where do 20-month-olds exposed to two accents acquire their representation of words?
Caroline Floccia, Claire Delle Luche, Samantha Durrant, et al.
Cognitive Science
|
June 28, 2011
The interpretation of classically quantified sentences: a set-theoretic approach
Guy Politzer, Jean-Baptiste Henst, Claire Delle Luche, et al.
Journal of Child Language
|
July 23, 2013
English-learning one- to two-year-olds do not show a consonant bias in word learning
Caroline Floccia, Thierry Nazzi, Claire Delle Luche, et al.
Cognition
|
December 29, 2015
British English infants segment words only with exaggerated infant-directed speech stimuli
Caroline Floccia, Tamar Keren-Portnoy, Rory DePaolis, et al.
Monographs of the Society for Research in Child Development
|
February 23, 2018
IV: RESULTS FOR STUDIES 2 AND 3: THE UKBTAT MODEL AND ITS APPLICATION TO NONTARGET ADDITIONAL LANGUAGE LEARNERS
Caroline Floccia, Thomas D Sambrook, Claire Delle Luche, et al.
Page
of 2