Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 0 |
Since 2016 (last 10 years) | 1 |
Since 2006 (last 20 years) | 3 |
Descriptor
Comprehension | 3 |
Foreign Countries | 3 |
Syntax | 3 |
Comparative Analysis | 2 |
German | 2 |
Semantics | 2 |
Sentences | 2 |
Verbs | 2 |
Age Differences | 1 |
Control Groups | 1 |
Error Patterns | 1 |
More ▼ |
Author
Abbot-Smith, Kirsten | 1 |
Bader, Markus | 1 |
Dittmar, Miriam | 1 |
Lieven, Elena | 1 |
Marks, Dana-Kristin | 1 |
Meng, Michael | 1 |
Motsch, Hans-Joachim | 1 |
Tomasello, Michael | 1 |
Publication Type
Journal Articles | 3 |
Reports - Research | 3 |
Tests/Questionnaires | 1 |
Education Level
Early Childhood Education | 1 |
Elementary Education | 1 |
Grade 3 | 1 |
Preschool Education | 1 |
Primary Education | 1 |
Audience
Location
Germany | 3 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Bader, Markus; Meng, Michael – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2018
Most current models of sentence comprehension assume that the human parsing mechanism (HPM) algorithmically computes detailed syntactic representations as basis for extracting sentence meaning. These models share the assumption that the representations computed by the HPM accurately reflect the linguistic input. This assumption has been challenged…
Descriptors: Sentences, Misconceptions, Comprehension, Models
Dittmar, Miriam; Abbot-Smith, Kirsten; Lieven, Elena; Tomasello, Michael – Cognitive Science, 2014
Many studies show a developmental advantage for transitive sentences with familiar verbs over those with novel verbs. It might be that once familiar verbs become entrenched in particular constructions, they would be more difficult to understand (than would novel verbs) in non-prototypical constructions. We provide support for this hypothesis…
Descriptors: Foreign Countries, Familiarity, Verbs, Novelty (Stimulus Dimension)
Motsch, Hans-Joachim; Marks, Dana-Kristin – Child Language Teaching and Therapy, 2015
Lexicon Pirate was originally developed as a strategy intervention programme to treat lexical disorders of pre-school children. To evaluate the therapy's effectiveness for school-age students, a randomized controlled trial (RCT, N = 157) was conducted. Based on a pre--post-test design, the programme's impacts were compared with a control group…
Descriptors: Intervention, Program Effectiveness, Pretests Posttests, Experimental Groups