Representations involved in short-term versus long-term word learning by preschool children with and without phonological disorders

This study explores whether sublexical (i.e., individual sound) and/or lexical (i.e., whole-word) representations contribute to word learning and whether these contributions change across short-term versus long-term learning. Sublexical representations were indexed by phonotactic probability, the li...

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Veröffentlicht in:	The Journal of the Acoustical Society of America 2006-11, Vol.120 (5_Supplement), p.3254-3255
Hauptverfasser:	Storkel, Holly, Hoover, Jill, Maekawa, Junko
Format:	Artikel
Sprache:	eng
Online-Zugang:	Volltext
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