Hostname: page-component-cd9895bd7-dk4vv Total loading time: 0 Render date: 2024-12-28T00:29:22.933Z Has data issue: false hasContentIssue false
  • English
  • Français

The when and how of input frequency effects*

Published online by Cambridge University Press:  03 February 2015

RICHARD G. SCHWARTZ
RICHARD G. SCHWARTZ*
Affiliation:
City University of New York
*
Address for Correspondence: Richard G. Schwartz, PhD Program in Speech-Language-Hearing Sciences, The Graduate Center of the City University of New York, 365 Fifth Avenue, New York, NY 10016USA. e-mail: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Commentaries
Information
Journal of Child Language , Volume 42 , Issue 2 , March 2015 , pp. 298 - 300
Copyright
Copyright © Cambridge University Press 2015 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Footnotes

[*]

Preparation of this paper was supported by Grant R01DC011041 from the NIH/NIDCD.

References

REFERENCES

Ambridge, B., Theakston, A. L., Lieven, E. V. M. & Tomasello, M. (2006). The distributed learning effect for children's acquisition of an abstract syntactic construction. Cognitive Development 21, 174–93.Google Scholar
Childers, J. B. & Tomasello, M. (2002). Two-year-olds learn novel nouns, verbs, and conventional actions from massed or distributed exposures. Developmental Psychology 38, 967–78.Google Scholar
Proctor-Williams, K. & Fey, M. E. (2007). Recast density and acquisition of novel irregular past tense verbs. Journal of Speech, Language, and Hearing Research 50, 1029–47.Google Scholar
McGregor, K. K., Sheng, L. & Ball, T. (2007). Complexities of expressive word learning over time. Language, Speech, and Hearing Services in Schools 38, 353–64.Google Scholar
Riches, N. G., Tomasello, M. & Conti-Ramsden, G. (2005). Verb learning in children with SLI: frequency and spacing effects. Journal of Speech, Language, and Hearing Research 48, 1397–411.CrossRefGoogle ScholarPubMed
Schwartz, R. G. (1978). Words, objects and actions in early lexical acquisition. Unpublished dissertation, Memphis State University.Google Scholar
Schwartz, R. G. & Leonard, L. B. (1984). Words, objects and actions in early lexical acquisition. Journal of Speech and Hearing Research 27, 119–27.Google Scholar
Schwartz, R. G. & Terrell, B. T. (1983). The role of input frequency in early lexical acquisition. Journal of Child Language 9, 57–64.Google Scholar