Floccia caroline (18 risultati)
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Vocabulary of 2-year-olds Learning English and an Additional Language : Norms and Effects of Linguistic Distance
Floccia, Caroline; Sambrook, Thomas D.; Luche, Claire Delle; Kwok, Rosa; Goslin, Jeremy
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Da: GreatBookPrices, Columbia, MD, U.S.A.GreatBookPrices
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Vocabulary of 2-year-olds Learning English and an Additional Language : Norms and Effects of Linguistic Distance
Floccia, Caroline; Sambrook, Thomas D.; Luche, Claire Delle; Kwok, Rosa; Goslin, Jeremy
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Da: GreatBookPrices, Columbia, MD, U.S.A.GreatBookPrices
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Da: Rarewaves.com USA, London, LONDO, Regno UnitoRarewaves.com USA
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Paperback. Condizione: New. 1st. The majority of the world's children grow up learning two or more languages. The study of early bilingualism is central to current psycholinguistics, offering insights into issues such as transfer and interference in development. From an applied perspective, it poses a universal challenge to lang…uage assessment practices throughout childhood, as typically developing bilingual children usually underperform relative to monolingual norms when assessed in one language only. We measured vocabulary with Communicative Development Inventories for 372 24-month-old toddlers learning British English and one Additional Language out of a diverse set of 13 (Bengali, Cantonese, Dutch, French, German, Greek, Hindi-Urdu, Italian, Mandarin, Polish, Portuguese, Spanish and Welsh). We furthered theoretical understanding of bilingual development by showing, for the first time, that linguistic distance between the child's two languages predicts vocabulary outcome, with phonological overlap related to expressive vocabulary, and word order typology and morphological complexity related to receptive vocabulary, in the Additional Language. Our study also has crucial clinical implications: we have developed the first bilingual norms for expressive and receptive vocabulary for 24-month-olds learning British English and an Additional Language. These norms were derived from factors identified as uniquely predicting CDI vocabulary measures: the relative amount of English versus the Additional Language in child-directed input and parental overheard speech, and infant gender. The resulting UKBTAT tool was able to accurately predict the English vocabulary of an additional group of 58 bilinguals learning an Additional Language outside our target range. This offers a pragmatic method for the assessment of children in the majority language when no tool exists in the Additional Language. Our findings also suggest that the effect of linguistic distance might extend beyond bilinguals' acquisition of early vocabulary to encompass broader cognitive processes, and could constitute a key factor in the study of the debated bilingual advantage.
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Da: Brook Bookstore On Demand, Napoli, NA, ItaliaBrook Bookstore On Demand
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Da: Grand Eagle Retail, Bensenville, IL, U.S.A.Grand Eagle Retail
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Paperback. Condizione: new. Paperback. The majority of the worlds children grow up learning two or more languages. The study of early bilingualism is central to current psycholinguistics, offering insights into issues such as transfer and interference in development. From an applied perspective, it poses a universal challenge to… language assessment practices throughout childhood, as typically developing bilingual children usually underperform relative to monolingual norms when assessed in one language only. We measured vocabulary with Communicative Development Inventories for 372 24-month-old toddlers learning British English and one Additional Language out of a diverse set of 13 (Bengali, Cantonese, Dutch, French, German, Greek, Hindi-Urdu, Italian, Mandarin, Polish, Portuguese, Spanish and Welsh). We furthered theoretical understanding of bilingual development by showing, for the first time, that linguistic distance between the childs two languages predicts vocabulary outcome, with phonological overlap related to expressive vocabulary, and word order typology and morphological complexity related to receptive vocabulary, in the Additional Language. Our study also has crucial clinical implications: we have developed the first bilingual norms for expressive and receptive vocabulary for 24-month-olds learning British English and an Additional Language. These norms were derived from factors identified as uniquely predicting CDI vocabulary measures: the relative amount of English versus the Additional Language in child-directed input and parental overheard speech, and infant gender. The resulting UKBTAT tool was able to accurately predict the English vocabulary of an additional group of 58 bilinguals learning an Additional Language outside our target range. This offers a pragmatic method for the assessment of children in the majority language when no tool exists in the Additional Language. Our findings also suggest that the effect of linguistic distance might extend beyond bilinguals acquisition of early vocabulary to encompass broader cognitive processes, and could constitute a key factor in the study of the debated bilingual advantage. The majority of the world s children grow up learning two or more languages. The study of early bilingualism is central to current psycholinguistics, offering insights into issues such as transfer and interference in development. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.
Vocabulary of 2-Year-Olds Learning English and an Additional Language: Norms and Effects of Linguistic Distance (Monographs of the Society for Research in Child Development (MONO))
Floccia, Caroline; Sambrook, Thomas D; Delle Luche, Claire; Kwok, Rosa; Goslin, Jeremy; White, Laurence; Cattani, Allegra; Sullivan, Emily; Abbot-Smith, Kirsten; Krott, Andrea; Mills, Debbie; Rowland, Caroline; Gervain, Judit; Plunkett, Kim
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Da: Books Puddle, New York, NY, U.S.A.Books Puddle
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EUR 51,08
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Condizione: New. pp. 136.
Vocabulary of 2-Year-Olds Learning English and an Additional Language: Norms and Effects of Linguistic Distance (Monographs of the Society for Research in Child Development (MONO))
Floccia, Caroline; Sambrook, Thomas D; Delle Luche, Claire; Kwok, Rosa; Goslin, Jeremy; White, Laurence; Cattani, Allegra; Sullivan, Emily; Abbot-Smith, Kirsten; Krott, Andrea; Mills, Debbie; Rowland, Caroline; Gervain, Judit; Plunkett, Kim
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Da: Majestic Books, Hounslow, Regno UnitoMajestic Books
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Condizione: New. pp. 136.
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Da: THE SAINT BOOKSTORE, Southport, Regno UnitoTHE SAINT BOOKSTORE
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Paperback / softback. Condizione: New. New copy - Usually dispatched within 4 working days.
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Da: Kennys Bookshop and Art Galleries Ltd., Galway, GY, IrlandaKennys Bookshop and Art Galleries Ltd.
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Condizione: New. 2018. 1st Edition. Paperback. . . . . .
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Vocabulary of 2-year-olds Learning English and an Additional Language : Norms and Effects of Linguistic Distance
Floccia, Caroline; Sambrook, Thomas D.; Luche, Claire Delle; Kwok, Rosa; Goslin, Jeremy
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Da: GreatBookPricesUK, Woodford Green, Regno UnitoGreatBookPricesUK
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Vocabulary of 2-year-olds Learning English and an Additional Language : Norms and Effects of Linguistic Distance
Floccia, Caroline; Sambrook, Thomas D.; Luche, Claire Delle; Kwok, Rosa; Goslin, Jeremy
- Brossura
Da: GreatBookPricesUK, Woodford Green, Regno UnitoGreatBookPricesUK
Contatta il venditoreVenditore con 5 stelleCondizione: Usato - Come nuovo
EUR 41,79
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Condizione: As New. Unread book in perfect condition.
Vocabulary of 2-Year-Olds Learning English and an Additional Language: Norms and Effects of Linguistic Distance (Monographs of the Society for Research in Child Development (MONO))
Floccia, Caroline; Sambrook, Thomas D; Delle Luche, Claire; Kwok, Rosa; Goslin, Jeremy; White, Laurence; Cattani, Allegra; Sullivan, Emily; Abbot-Smith, Kirsten; Krott, Andrea; Mills, Debbie; Rowland, Caroline; Gervain, Judit; Plunkett, Kim
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Da: Ubiquity Trade, Miami, FL, U.S.A.Ubiquity Trade
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Condizione: New. Brand new! Please provide a physical shipping address.
Vocabulary of 2YearOlds Learning English and an Additional Language Norms and Effects of Linguistic Distance
Floccia, Caroline/ Sambrook, Thomas D./ Luche, Claire Delle/ Kwok, Rosa/ Goslin, Jeremy
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Da: Revaluation Books, Exeter, Regno UnitoRevaluation Books
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EUR 48,63
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Paperback. Condizione: Brand New. 136 pages. 8.94x5.98x0.28 inches. In Stock.
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Da: Kennys Bookstore, Olney, MD, U.S.A.Kennys Bookstore
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Condizione: New. 2018. 1st Edition. Paperback. . . . . . Books ship from the US and Ireland.
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Da: CitiRetail, Stevenage, Regno UnitoCitiRetail
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Paperback. Condizione: new. Paperback. The majority of the worlds children grow up learning two or more languages. The study of early bilingualism is central to current psycholinguistics, offering insights into issues such as transfer and interference in development. From an applied perspective, it poses a universal challenge to… language assessment practices throughout childhood, as typically developing bilingual children usually underperform relative to monolingual norms when assessed in one language only. We measured vocabulary with Communicative Development Inventories for 372 24-month-old toddlers learning British English and one Additional Language out of a diverse set of 13 (Bengali, Cantonese, Dutch, French, German, Greek, Hindi-Urdu, Italian, Mandarin, Polish, Portuguese, Spanish and Welsh). We furthered theoretical understanding of bilingual development by showing, for the first time, that linguistic distance between the childs two languages predicts vocabulary outcome, with phonological overlap related to expressive vocabulary, and word order typology and morphological complexity related to receptive vocabulary, in the Additional Language. Our study also has crucial clinical implications: we have developed the first bilingual norms for expressive and receptive vocabulary for 24-month-olds learning British English and an Additional Language. These norms were derived from factors identified as uniquely predicting CDI vocabulary measures: the relative amount of English versus the Additional Language in child-directed input and parental overheard speech, and infant gender. The resulting UKBTAT tool was able to accurately predict the English vocabulary of an additional group of 58 bilinguals learning an Additional Language outside our target range. This offers a pragmatic method for the assessment of children in the majority language when no tool exists in the Additional Language. Our findings also suggest that the effect of linguistic distance might extend beyond bilinguals acquisition of early vocabulary to encompass broader cognitive processes, and could constitute a key factor in the study of the debated bilingual advantage. The majority of the world s children grow up learning two or more languages. The study of early bilingualism is central to current psycholinguistics, offering insights into issues such as transfer and interference in development. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.
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Da: AussieBookSeller, Truganina, VIC, AustraliaAussieBookSeller
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Paperback. Condizione: new. Paperback. The majority of the worlds children grow up learning two or more languages. The study of early bilingualism is central to current psycholinguistics, offering insights into issues such as transfer and interference in development. From an applied perspective, it poses a universal challenge to… language assessment practices throughout childhood, as typically developing bilingual children usually underperform relative to monolingual norms when assessed in one language only. We measured vocabulary with Communicative Development Inventories for 372 24-month-old toddlers learning British English and one Additional Language out of a diverse set of 13 (Bengali, Cantonese, Dutch, French, German, Greek, Hindi-Urdu, Italian, Mandarin, Polish, Portuguese, Spanish and Welsh). We furthered theoretical understanding of bilingual development by showing, for the first time, that linguistic distance between the childs two languages predicts vocabulary outcome, with phonological overlap related to expressive vocabulary, and word order typology and morphological complexity related to receptive vocabulary, in the Additional Language. Our study also has crucial clinical implications: we have developed the first bilingual norms for expressive and receptive vocabulary for 24-month-olds learning British English and an Additional Language. These norms were derived from factors identified as uniquely predicting CDI vocabulary measures: the relative amount of English versus the Additional Language in child-directed input and parental overheard speech, and infant gender. The resulting UKBTAT tool was able to accurately predict the English vocabulary of an additional group of 58 bilinguals learning an Additional Language outside our target range. This offers a pragmatic method for the assessment of children in the majority language when no tool exists in the Additional Language. Our findings also suggest that the effect of linguistic distance might extend beyond bilinguals acquisition of early vocabulary to encompass broader cognitive processes, and could constitute a key factor in the study of the debated bilingual advantage. The majority of the world s children grow up learning two or more languages. The study of early bilingualism is central to current psycholinguistics, offering insights into issues such as transfer and interference in development. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.
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Da: Rarewaves.com UK, London, Regno UnitoRarewaves.com UK
Contatta il venditoreVenditore con 5 stelleCondizione: Nuovo
EUR 41,95
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Paperback. Condizione: New. 1st. The majority of the world's children grow up learning two or more languages. The study of early bilingualism is central to current psycholinguistics, offering insights into issues such as transfer and interference in development. From an applied perspective, it poses a universal challenge to lang…uage assessment practices throughout childhood, as typically developing bilingual children usually underperform relative to monolingual norms when assessed in one language only. We measured vocabulary with Communicative Development Inventories for 372 24-month-old toddlers learning British English and one Additional Language out of a diverse set of 13 (Bengali, Cantonese, Dutch, French, German, Greek, Hindi-Urdu, Italian, Mandarin, Polish, Portuguese, Spanish and Welsh). We furthered theoretical understanding of bilingual development by showing, for the first time, that linguistic distance between the child's two languages predicts vocabulary outcome, with phonological overlap related to expressive vocabulary, and word order typology and morphological complexity related to receptive vocabulary, in the Additional Language. Our study also has crucial clinical implications: we have developed the first bilingual norms for expressive and receptive vocabulary for 24-month-olds learning British English and an Additional Language. These norms were derived from factors identified as uniquely predicting CDI vocabulary measures: the relative amount of English versus the Additional Language in child-directed input and parental overheard speech, and infant gender. The resulting UKBTAT tool was able to accurately predict the English vocabulary of an additional group of 58 bilinguals learning an Additional Language outside our target range. This offers a pragmatic method for the assessment of children in the majority language when no tool exists in the Additional Language. Our findings also suggest that the effect of linguistic distance might extend beyond bilinguals' acquisition of early vocabulary to encompass broader cognitive processes, and could constitute a key factor in the study of the debated bilingual advantage.
