| LDR | | 01981nmm uu200397 4500 |
| 001 | | 000000333633 |
| 005 | | 20240805173415 |
| 008 | | 181129s2018 |||||||||||||||||c||eng d |
| 020 | |
▼a 9780438167551 |
| 035 | |
▼a (MiAaPQ)AAI10749657 |
| 035 | |
▼a (MiAaPQ)ucsd:17234 |
| 040 | |
▼a MiAaPQ
▼c MiAaPQ
▼d 248032 |
| 082 | 0 |
▼a 400 |
| 100 | 1 |
▼a Frye, Conor. |
| 245 | 10 |
▼a Phonemic Variability in Word Learning. |
| 260 | |
▼a [S.l.] :
▼b University of California, San Diego.,
▼c 2018 |
| 260 | 1 |
▼a Ann Arbor :
▼b ProQuest Dissertations & Theses,
▼c 2018 |
| 300 | |
▼a 114 p. |
| 500 | |
▼a Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A. |
| 500 | |
▼a Adviser: Sarah Creel. |
| 502 | 1 |
▼a Thesis (Ph.D.)--University of California, San Diego, 2018. |
| 520 | |
▼a Language learning processes are often examined by learning miniature languages in the lab, where controlling the learning of a full language is infeasible. Most work on learning words assumes these meaningful chunks of sound are composed of smal |
| 520 | |
▼a I propose a shift in the understanding of the role of phoneme categories in word learning by presenting a set of three studies consisting of 6 experiments that challenge our understanding of phoneme representation. The first study assesses wheth |
| 520 | |
▼a These findings contribute to the general field of word learning across three main avenues: first, by demonstrating incredible flexibility in sound category interpretation across adult learners of different linguistic backgrounds, counter to prev |
| 590 | |
▼a School code: 0033. |
| 650 | 4 |
▼a Language. |
| 690 | |
▼a 0679 |
| 710 | 20 |
▼a University of California, San Diego.
▼b Cognitive Science. |
| 773 | 0 |
▼t Dissertation Abstracts International
▼g 79-12A(E). |
| 773 | |
▼t Dissertation Abstract International |
| 790 | |
▼a 0033 |
| 791 | |
▼a Ph.D. |
| 792 | |
▼a 2018 |
| 793 | |
▼a English |
| 856 | 40 |
▼u http://www.riss.kr/pdu/ddodLink.do?id=T14997055
▼n KERIS |
| 980 | |
▼a 201812
▼f 2019 |
| 990 | |
▼a 관리자 |