Caroline floccia (18 resultados)
- Tapa blanda
Librería: INDOO, Avenel, NJ, Estados Unidos de AmericaINDOO
Contactar con el vendedorVendedor de 5 estrellasCondición: Nuevo
EUR 36,77
Gastos de envío gratisSe envía dentro de Estados Unidos de AmericaCantidad disponible: Más de 20 disponibles
Condición: New.
Vocabulary of 2-year-olds Learning English and an Additional Language : Norms and Effects of Linguistic Distance
Floccia, Caroline; Sambrook, Thomas D.; Luche, Claire Delle; Kwok, Rosa; Goslin, Jeremy
- Tapa blanda
Librería: GreatBookPrices, Columbia, MD, Estados Unidos de AmericaGreatBookPrices
Contactar con el vendedorVendedor de 5 estrellasCondición: Nuevo
EUR 34,40
Envío por EUR 2,32Se envía dentro de Estados Unidos de AmericaCantidad disponible: Más de 20 disponibles
Condición: New.
- Tapa blanda
- Primera edición
Librería: Rarewaves.com USA, London, LONDO, Reino UnidoRarewaves.com USA
Contactar con el vendedorVendedor de 5 estrellasCondición: Nuevo
EUR 40,26
Gastos de envío gratisSe envía de Reino Unido a Estados Unidos de AmericaCantidad disponible: 2 disponibles
Paperback. Condición: New. 1st. The majority of the world's children grow up learning two or more languages. The study of early bilingualism is central to current psycholinguistics, offering insights into issues such as transfer and interference in development. From an applied perspective, it poses a universal challenge to langu…age assessment practices throughout childhood, as typically developing bilingual children usually underperform relative to monolingual norms when assessed in one language only. We measured vocabulary with Communicative Development Inventories for 372 24-month-old toddlers learning British English and one Additional Language out of a diverse set of 13 (Bengali, Cantonese, Dutch, French, German, Greek, Hindi-Urdu, Italian, Mandarin, Polish, Portuguese, Spanish and Welsh). We furthered theoretical understanding of bilingual development by showing, for the first time, that linguistic distance between the child's two languages predicts vocabulary outcome, with phonological overlap related to expressive vocabulary, and word order typology and morphological complexity related to receptive vocabulary, in the Additional Language. Our study also has crucial clinical implications: we have developed the first bilingual norms for expressive and receptive vocabulary for 24-month-olds learning British English and an Additional Language. These norms were derived from factors identified as uniquely predicting CDI vocabulary measures: the relative amount of English versus the Additional Language in child-directed input and parental overheard speech, and infant gender. The resulting UKBTAT tool was able to accurately predict the English vocabulary of an additional group of 58 bilinguals learning an Additional Language outside our target range. This offers a pragmatic method for the assessment of children in the majority language when no tool exists in the Additional Language. Our findings also suggest that the effect of linguistic distance might extend beyond bilinguals' acquisition of early vocabulary to encompass broader cognitive processes, and could constitute a key factor in the study of the debated bilingual advantage.
Vocabulary of 2-year-olds Learning English and an Additional Language : Norms and Effects of Linguistic Distance
Floccia, Caroline; Sambrook, Thomas D.; Luche, Claire Delle; Kwok, Rosa; Goslin, Jeremy
- Tapa blanda
Librería: GreatBookPrices, Columbia, MD, Estados Unidos de AmericaGreatBookPrices
Contactar con el vendedorVendedor de 5 estrellasCondición: Usado - Como Nuevo
EUR 38,00
Envío por EUR 2,32Se envía dentro de Estados Unidos de AmericaCantidad disponible: Más de 20 disponibles
Condición: As New. Unread book in perfect condition.
- Tapa blanda
Librería: Brook Bookstore On Demand, Napoli, NA, ItaliaBrook Bookstore On Demand
Contactar con el vendedorVendedor de 3 estrellasCondición: Nuevo
EUR 39,23
Envío por EUR 4,00Se envía de Italia a Estados Unidos de AmericaCantidad disponible: 4 disponibles
Condición: new.
- Tapa blanda
Librería: Grand Eagle Retail, Bensenville, IL, Estados Unidos de AmericaGrand Eagle Retail
Contactar con el vendedorVendedor de 5 estrellasCondición: Nuevo
EUR 45,69
Gastos de envío gratisSe envía dentro de Estados Unidos de AmericaCantidad disponible: 1 disponibles
Paperback. Condición: new. Paperback. The majority of the worlds children grow up learning two or more languages. The study of early bilingualism is central to current psycholinguistics, offering insights into issues such as transfer and interference in development. From an applied perspective, it poses a universal challenge to…language assessment practices throughout childhood, as typically developing bilingual children usually underperform relative to monolingual norms when assessed in one language only. We measured vocabulary with Communicative Development Inventories for 372 24-month-old toddlers learning British English and one Additional Language out of a diverse set of 13 (Bengali, Cantonese, Dutch, French, German, Greek, Hindi-Urdu, Italian, Mandarin, Polish, Portuguese, Spanish and Welsh). We furthered theoretical understanding of bilingual development by showing, for the first time, that linguistic distance between the childs two languages predicts vocabulary outcome, with phonological overlap related to expressive vocabulary, and word order typology and morphological complexity related to receptive vocabulary, in the Additional Language. Our study also has crucial clinical implications: we have developed the first bilingual norms for expressive and receptive vocabulary for 24-month-olds learning British English and an Additional Language. These norms were derived from factors identified as uniquely predicting CDI vocabulary measures: the relative amount of English versus the Additional Language in child-directed input and parental overheard speech, and infant gender. The resulting UKBTAT tool was able to accurately predict the English vocabulary of an additional group of 58 bilinguals learning an Additional Language outside our target range. This offers a pragmatic method for the assessment of children in the majority language when no tool exists in the Additional Language. Our findings also suggest that the effect of linguistic distance might extend beyond bilinguals acquisition of early vocabulary to encompass broader cognitive processes, and could constitute a key factor in the study of the debated bilingual advantage. The majority of the world s children grow up learning two or more languages. The study of early bilingualism is central to current psycholinguistics, offering insights into issues such as transfer and interference in development. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.
Vocabulary of 2-Year-Olds Learning English and an Additional Language: Norms and Effects of Linguistic Distance (Monographs of the Society for Research in Child Development (MONO))
Floccia, Caroline; Sambrook, Thomas D; Delle Luche, Claire; Kwok, Rosa; Goslin, Jeremy; White, Laurence; Cattani, Allegra; Sullivan, Emily; Abbot-Smith, Kirsten; Krott, Andrea; Mills, Debbie; Rowland, Caroline; Gervain, Judit; Plunkett, Kim
- Tapa blanda
Librería: Books Puddle, New York, NY, Estados Unidos de AmericaBooks Puddle
Contactar con el vendedorVendedor de 4 estrellasCondición: Nuevo
EUR 51,06
Envío por EUR 3,51Se envía dentro de Estados Unidos de AmericaCantidad disponible: 1 disponibles
Condición: New. pp. 136.
Vocabulary of 2-Year-Olds Learning English and an Additional Language: Norms and Effects of Linguistic Distance (Monographs of the Society for Research in Child Development (MONO))
Floccia, Caroline; Sambrook, Thomas D; Delle Luche, Claire; Kwok, Rosa; Goslin, Jeremy; White, Laurence; Cattani, Allegra; Sullivan, Emily; Abbot-Smith, Kirsten; Krott, Andrea; Mills, Debbie; Rowland, Caroline; Gervain, Judit; Plunkett, Kim
- Tapa blanda
Librería: Majestic Books, Hounslow, , Reino UnidoMajestic Books
Contactar con el vendedorVendedor de 4 estrellasCondición: Nuevo
EUR 48,48
Envío por EUR 7,54Se envía de Reino Unido a Estados Unidos de AmericaCantidad disponible: 3 disponibles
Condición: New. pp. 136.
- Tapa blanda
Librería: THE SAINT BOOKSTORE, Southport, , Reino UnidoTHE SAINT BOOKSTORE
Contactar con el vendedorVendedor de 5 estrellasCondición: Nuevo
EUR 41,91
Envío por EUR 15,21Se envía de Reino Unido a Estados Unidos de AmericaCantidad disponible: 4 disponibles
Paperback / softback. Condición: New. New copy - Usually dispatched within 4 working days.
Vocabulary of 2-year-olds Learning English and an Additional Language : Norms and Effects of Linguistic Distance
Floccia, Caroline; Sambrook, Thomas D.; Luche, Claire Delle; Kwok, Rosa; Goslin, Jeremy
- Tapa blanda
Librería: GreatBookPricesUK, Woodford Green, Reino UnidoGreatBookPricesUK
Contactar con el vendedorVendedor de 5 estrellasCondición: Usado - Como Nuevo
EUR 41,44
Envío por EUR 17,40Se envía de Reino Unido a Estados Unidos de AmericaCantidad disponible: Más de 20 disponibles
Condición: As New. Unread book in perfect condition.
Vocabulary of 2-year-olds Learning English and an Additional Language : Norms and Effects of Linguistic Distance
Floccia, Caroline; Sambrook, Thomas D.; Luche, Claire Delle; Kwok, Rosa; Goslin, Jeremy
- Tapa blanda
Librería: GreatBookPricesUK, Woodford Green, Reino UnidoGreatBookPricesUK
Contactar con el vendedorVendedor de 5 estrellasCondición: Nuevo
EUR 41,72
Envío por EUR 17,40Se envía de Reino Unido a Estados Unidos de AmericaCantidad disponible: Más de 20 disponibles
Condición: New.
Vocabulary of 2YearOlds Learning English and an Additional Language Norms and Effects of Linguistic Distance
Floccia, Caroline/ Sambrook, Thomas D./ Luche, Claire Delle/ Kwok, Rosa/ Goslin, Jeremy
- Tapa blanda
Librería: Revaluation Books, Exeter, , Reino UnidoRevaluation Books
Contactar con el vendedorVendedor de 5 estrellasCondición: Nuevo
EUR 48,21
Envío por EUR 11,60Se envía de Reino Unido a Estados Unidos de AmericaCantidad disponible: 2 disponibles
Paperback. Condición: Brand New. 136 pages. 8.94x5.98x0.28 inches. In Stock.
Vocabulary of 2-Year-Olds Learning English and an Additional Language: Norms and Effects of Linguistic Distance (Monographs of the Society for Research in Child Development (MONO))
Floccia, Caroline; Sambrook, Thomas D; Delle Luche, Claire; Kwok, Rosa; Goslin, Jeremy; White, Laurence; Cattani, Allegra; Sullivan, Emily; Abbot-Smith, Kirsten; Krott, Andrea; Mills, Debbie; Rowland, Caroline; Gervain, Judit; Plunkett, Kim
- Tapa blanda
Librería: Ubiquity Trade, Miami, FL, Estados Unidos de AmericaUbiquity Trade
Contactar con el vendedorVendedor de 4 estrellasCondición: Nuevo
EUR 58,21
Envío por EUR 2,64Se envía dentro de Estados Unidos de AmericaCantidad disponible: Más de 20 disponibles
Condición: New. Brand new! Please provide a physical shipping address.
- Tapa blanda
- Primera edición
Librería: Kennys Bookshop and Art Galleries Ltd., Galway, GY, IrlandaKennys Bookshop and Art Galleries Ltd.
Contactar con el vendedorVendedor de 5 estrellasCondición: Nuevo
EUR 48,31
Envío por EUR 10,50Se envía de Irlanda a Estados Unidos de AmericaCantidad disponible: 1 disponibles
Condición: New. 2018. 1st Edition. Paperback. . . . . .
- Tapa blanda
Librería: Kennys Bookstore, Olney, MD, Estados Unidos de AmericaKennys Bookstore
Contactar con el vendedorVendedor de 5 estrellasCondición: Nuevo
EUR 59,70
Envío por EUR 9,23Se envía dentro de Estados Unidos de AmericaCantidad disponible: 1 disponibles
Condición: New. 2018. 1st Edition. Paperback. . . . . . Books ship from the US and Ireland.
- Tapa blanda
Librería: CitiRetail, Stevenage, Reino UnidoCitiRetail
Contactar con el vendedorVendedor de 5 estrellasCondición: Nuevo
EUR 50,76
Envío por EUR 42,92Se envía de Reino Unido a Estados Unidos de AmericaCantidad disponible: 1 disponibles
Paperback. Condición: new. Paperback. The majority of the worlds children grow up learning two or more languages. The study of early bilingualism is central to current psycholinguistics, offering insights into issues such as transfer and interference in development. From an applied perspective, it poses a universal challenge to…language assessment practices throughout childhood, as typically developing bilingual children usually underperform relative to monolingual norms when assessed in one language only. We measured vocabulary with Communicative Development Inventories for 372 24-month-old toddlers learning British English and one Additional Language out of a diverse set of 13 (Bengali, Cantonese, Dutch, French, German, Greek, Hindi-Urdu, Italian, Mandarin, Polish, Portuguese, Spanish and Welsh). We furthered theoretical understanding of bilingual development by showing, for the first time, that linguistic distance between the childs two languages predicts vocabulary outcome, with phonological overlap related to expressive vocabulary, and word order typology and morphological complexity related to receptive vocabulary, in the Additional Language. Our study also has crucial clinical implications: we have developed the first bilingual norms for expressive and receptive vocabulary for 24-month-olds learning British English and an Additional Language. These norms were derived from factors identified as uniquely predicting CDI vocabulary measures: the relative amount of English versus the Additional Language in child-directed input and parental overheard speech, and infant gender. The resulting UKBTAT tool was able to accurately predict the English vocabulary of an additional group of 58 bilinguals learning an Additional Language outside our target range. This offers a pragmatic method for the assessment of children in the majority language when no tool exists in the Additional Language. Our findings also suggest that the effect of linguistic distance might extend beyond bilinguals acquisition of early vocabulary to encompass broader cognitive processes, and could constitute a key factor in the study of the debated bilingual advantage. The majority of the world s children grow up learning two or more languages. The study of early bilingualism is central to current psycholinguistics, offering insights into issues such as transfer and interference in development. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.
- Tapa blanda
Librería: AussieBookSeller, Truganina, VIC, AustraliaAussieBookSeller
Contactar con el vendedorVendedor de 5 estrellasCondición: Nuevo
EUR 72,07
Envío por EUR 32,51Se envía de Australia a Estados Unidos de AmericaCantidad disponible: 1 disponibles
Paperback. Condición: new. Paperback. The majority of the worlds children grow up learning two or more languages. The study of early bilingualism is central to current psycholinguistics, offering insights into issues such as transfer and interference in development. From an applied perspective, it poses a universal challenge to…language assessment practices throughout childhood, as typically developing bilingual children usually underperform relative to monolingual norms when assessed in one language only. We measured vocabulary with Communicative Development Inventories for 372 24-month-old toddlers learning British English and one Additional Language out of a diverse set of 13 (Bengali, Cantonese, Dutch, French, German, Greek, Hindi-Urdu, Italian, Mandarin, Polish, Portuguese, Spanish and Welsh). We furthered theoretical understanding of bilingual development by showing, for the first time, that linguistic distance between the childs two languages predicts vocabulary outcome, with phonological overlap related to expressive vocabulary, and word order typology and morphological complexity related to receptive vocabulary, in the Additional Language. Our study also has crucial clinical implications: we have developed the first bilingual norms for expressive and receptive vocabulary for 24-month-olds learning British English and an Additional Language. These norms were derived from factors identified as uniquely predicting CDI vocabulary measures: the relative amount of English versus the Additional Language in child-directed input and parental overheard speech, and infant gender. The resulting UKBTAT tool was able to accurately predict the English vocabulary of an additional group of 58 bilinguals learning an Additional Language outside our target range. This offers a pragmatic method for the assessment of children in the majority language when no tool exists in the Additional Language. Our findings also suggest that the effect of linguistic distance might extend beyond bilinguals acquisition of early vocabulary to encompass broader cognitive processes, and could constitute a key factor in the study of the debated bilingual advantage. The majority of the world s children grow up learning two or more languages. The study of early bilingualism is central to current psycholinguistics, offering insights into issues such as transfer and interference in development. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.
- Tapa blanda
- Primera edición
Librería: Rarewaves.com UK, London, Reino UnidoRarewaves.com UK
Contactar con el vendedorVendedor de 5 estrellasCondición: Nuevo
EUR 41,71
Envío por EUR 75,40Se envía de Reino Unido a Estados Unidos de AmericaCantidad disponible: 2 disponibles
Paperback. Condición: New. 1st. The majority of the world's children grow up learning two or more languages. The study of early bilingualism is central to current psycholinguistics, offering insights into issues such as transfer and interference in development. From an applied perspective, it poses a universal challenge to langu…age assessment practices throughout childhood, as typically developing bilingual children usually underperform relative to monolingual norms when assessed in one language only. We measured vocabulary with Communicative Development Inventories for 372 24-month-old toddlers learning British English and one Additional Language out of a diverse set of 13 (Bengali, Cantonese, Dutch, French, German, Greek, Hindi-Urdu, Italian, Mandarin, Polish, Portuguese, Spanish and Welsh). We furthered theoretical understanding of bilingual development by showing, for the first time, that linguistic distance between the child's two languages predicts vocabulary outcome, with phonological overlap related to expressive vocabulary, and word order typology and morphological complexity related to receptive vocabulary, in the Additional Language. Our study also has crucial clinical implications: we have developed the first bilingual norms for expressive and receptive vocabulary for 24-month-olds learning British English and an Additional Language. These norms were derived from factors identified as uniquely predicting CDI vocabulary measures: the relative amount of English versus the Additional Language in child-directed input and parental overheard speech, and infant gender. The resulting UKBTAT tool was able to accurately predict the English vocabulary of an additional group of 58 bilinguals learning an Additional Language outside our target range. This offers a pragmatic method for the assessment of children in the majority language when no tool exists in the Additional Language. Our findings also suggest that the effect of linguistic distance might extend beyond bilinguals' acquisition of early vocabulary to encompass broader cognitive processes, and could constitute a key factor in the study of the debated bilingual advantage.
