Young children learn words from a variety of situations, including shared storybook reading. A recent study by Horst et al. (2011a) demonstrates that children learned more new words during shared storybook reading if they were read the same stories repeatedly than if they were read different stories that had the same number of target words. The current paper reviews this study and further exami...

Purpose: There is general consensus that the ability to repeat nonsense words is related to vocabulary size in young children, but there is considerable debate about the nature of the relationship and the mechanisms that underlie it. Research with adults has proposed a shared neural substrate for nonword repetition (NWR) and language production, but this has been little explored in children. Me...

There are examples of grammaticalisation in various forms Turkic languages. Reduplication attracts attention both as a grammatical sign and one the ways word formation. Repetition is categories functionally used This article examines from old modern It explains with that method reduplication Turkish formation, some other world In addition, language units formed by repetition tried to explain th...

The priming of a stimulus by another has become an important tool for exploring the neural underpinnings of conceptual representations. However, priming effects can derive from many different types of relationships and it is important to distinguish between them in order to be able to develop theoretical accounts of the representation of conceptual knowledge. While it is well known that repetit...

Compared to words that are new to a discourse, repeated words are produced with reduced acoustic prominence. Although these effects are often attributed to priming in the production system, the locus of the effect within the production system remains unresolved because, in natural speech, repetition often involves repetition of referents and lexical items simultaneously. Therefore, repetition r...

Repetition disfluencies are among the most frequent type of disfluency in conversational speech, accounting for over 20% of disfluencies, yet they do not generally lead to comprehension errors for human listeners. We propose that parallel prosodic features in the REP and ALT intervals of the repetition disfluency provide strong perceptual cues that signal the repetition to the listener. We repo...

Memory studies utilizing long-term repetition priming have generally demonstrated that priming is greater for low-frequency than for high-frequency words and that this effect persists if words intervene between the prime and the target. In contrast, word-recognition studies utilizing masked short-term repetition priming have typically shown that the magnitude of repetition priming does not diff...

the number of students who can not complete school programs is a serious problem facing many educational systems in all educational levels . drop oui and repetition are one of the most common matters that many educators and researchers interest to study it. there are many reasons on the retention and non-completion patterns, but it can find rarely a philosophical viewpoint on the problem. the a...

This study investigated the effect of word order and age on the production and comprehension of pseudoclefts in L2 across two experiments. For each experiment 16 female students aged between 179 and 210 months were recruited from a secondary school. These students were divided into two groups based on their age range; one group for investigating the effect of word order and age on the productio...

Young adults with a history of specific language impairment (SLI) differ from reading-impaired (dyslexic) individuals in terms of limited vocabulary and poor verbal short-term memory. Phonological short-term memory has been shown to play a significant role in learning new words. We investigated the neural signatures of auditory word recognition and word repetition in young adults with SLI, dysl...