| LDR | | 00000nmm u2200205 4500 |
| 001 | | 000000331843 |
| 005 | | 20241120153303 |
| 008 | | 181129s2018 ||| | | | eng d |
| 020 | |
▼a 9780438024007 |
| 035 | |
▼a (MiAaPQ)AAI10827238 |
| 035 | |
▼a (MiAaPQ)ucla:16905 |
| 040 | |
▼a MiAaPQ
▼c MiAaPQ
▼d 248032 |
| 049 | 1 |
▼f DP |
| 082 | 0 |
▼a 136 |
| 100 | 1 |
▼a Schonberg, Christina Carol. |
| 245 | 10 |
▼a Language Experience and Toddlers' Socially-Cued Word Learning. |
| 260 | |
▼a [S.l.] :
▼b University of California, Los Angeles.,
▼c 2018 |
| 260 | 1 |
▼a Ann Arbor :
▼b ProQuest Dissertations & Theses,
▼c 2018 |
| 300 | |
▼a 142 p. |
| 500 | |
▼a Source: Dissertation Abstracts International, Volume: 79-10(E), Section: B. |
| 500 | |
▼a Advisers: Scott P. Johnson |
| 502 | 1 |
▼a Thesis (Ph.D.)--University of California, Los Angeles, 2018. |
| 520 | |
▼a A wide body of research has investigated the early cognitive and social-cognitive consequences of bilingualism, with mixed results. In some cases, bilingual children have been shown to attend more to social-pragmatic cues (e.g., eye gaze) than m |
| 520 | |
▼a At T1, children's performance on both the eye-tracking and the social tasks reflected difficulty attending to social cues in the presence of other conflicting information (e.g., salience). There were no reliable differences in performance betwee |
| 590 | |
▼a School code: 0031. |
| 650 | 4 |
▼a Developmental psychology. |
| 690 | |
▼a 0620 |
| 710 | 20 |
▼a University of California, Los Angeles.
▼b Psychology 0780. |
| 773 | 0 |
▼t Dissertation Abstracts International
▼g 79-10B(E). |
| 773 | |
▼t Dissertation Abstract International |
| 790 | |
▼a 0031 |
| 791 | |
▼a Ph.D. |
| 792 | |
▼a 2018 |
| 793 | |
▼a English |
| 856 | 40 |
▼u http://www.riss.kr/pdu/ddodLink.do?id=T14999001
▼n KERIS |
| 980 | |
▼a 201812
▼f 2019 |
| 990 | |
▼a 관리자
▼b 관리자 |