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Specific Structural Features of Child-directed Speech Support Young Children's Word Learning
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| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | Specific Structural Features of Child-directed Speech Support Young Children's Word Learning. |
| 개인저자 | Schwab, Jessica Feigenbaum. |
| 단체저자명 | Princeton University. Psychology. |
| 발행사항 | [S.l.]: Princeton University., 2018. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2018. |
| 형태사항 | 114 p. |
| 기본자료 저록 | Dissertation Abstracts International 79-10B(E). Dissertation Abstract International |
| ISBN | 9780438047693 |
| 학위논문주기 | Thesis (Ph.D.)--Princeton University, 2018. |
| 일반주기 |
Source: Dissertation Abstracts International, Volume: 79-10(E), Section: B.
Adviser: Casey Lew-Williams. |
| 요약 | Young children who hear more child-directed speech (CDS) tend to have larger vocabularies later in childhood (e.g., Ramirez-Esparza, Garcia-Sierra, & Kuhl, 2014 |
| 일반주제명 | Developmental psychology. Cognitive psychology. Psychology. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
