The semantic network, lexical access, and reading comprehension in monolingual and bilingual children: An individual differences study (vol 39, pg 225, 2017)

被引：0

作者：

Spatgens, Tessa ^{[1
]}

Schoonen, Rob ^{[2
]}

机构：

[1] Univ Amsterdam, Spuistr 134, NL-1012 VB Amsterdam, Netherlands

[2] Radboud Univ Nijmegen, Nijmegen, Netherlands

来源：

APPLIED PSYCHOLINGUISTICS | 2018年 / 39卷 / 02期

关键词：

D O I：

10.1017/S0142716418000012

中图分类号：

H0 [语言学];

学科分类号：

030303 ; 0501 ; 050102 ;

摘要：

In the article by Spatgens and Schoonen, the penultimate paragraph on page 237 incorrectly states that the coding for the Animacy variable is (0 inanimate, 1 animate). The correct coding should instead read (0 animate, 1 inanimate). We regret this omission and any problems it may have caused.

引用

页码：461 / 461

页数：1

共 11 条

[1] The semantic network, lexical access, and reading comprehension in monolingual and bilingual children: An individual differences study
Spatgens, Tessa
Schoonen, Rob
[J]. APPLIED PSYCHOLINGUISTICS, 2018, 39 (01) : 225 - 256
[2] Individual differences in reading comprehension in monolingual and bilingual children: The influence of semantic priming during sentence reading
Spatgens, Tessa
Schoonen, Rob
[J]. LEARNING AND INDIVIDUAL DIFFERENCES, 2019, 76
[3] Finding le mot juste: Differences between bilingual and monolingual children's lexical access in comprehension and production
Yan, Stephanie
Nicoladis, Elena
[J]. BILINGUALISM-LANGUAGE AND COGNITION, 2009, 12 (03) : 323 - 335
[4] Predictors of reading and comprehension abilities in bilingual and monolingual children: a longitudinal study on a transparent language
Stéphanie Bellocchi
Valentina Tobia
Paola Bonifacci
[J]. Reading and Writing, 2017, 30 : 1311 - 1334
[5] Predictors of reading and comprehension abilities in bilingual and monolingual children: a longitudinal study on a transparent language
Bellocchi, Stephanie
Tobia, Valentina
Bonifacci, Paola
[J]. READING AND WRITING, 2017, 30 (06) : 1311 - 1334
[6] Individual differences in children's memory and reading comprehension: An investigation of semantic and inhibitory deficits
Cain, Kate
[J]. MEMORY, 2006, 14 (05) : 553 - 569
[7] Lexical access in a bilingual speaker with dementia: Changes over time (vol 32, pg 353, 2017)
Lind, M.
Simonsen, H. G.
Ribu, Bjonness I. S.
Svendsen, B. A.
Svennevig, J.
de Bot, K.
[J]. CLINICAL LINGUISTICS & PHONETICS, 2018, 32 (07) : X - X
[8] Gender Stereotype Activation versus Lexical Semantic Activation: An ERP Study (vol 144, pg 283, 2017)
Wang, Pei
Yang, Ya-Ping
Tan, Chen-Hao
Chen, Qing-Wei
Cantfort, Thomas
[J]. JOURNAL OF GENERAL PSYCHOLOGY, 2018, 145 (02): : 223 - 223
[9] Using Semantic Ambiguity Instruction to Improve Third Graders' Metalinguistic Awareness and Reading Comprehension: An Experimental Study (vol 44, pg 300, 2009)
Zipke, M.
Ehri, L. C.
Cairns, H. S.
[J]. READING RESEARCH QUARTERLY, 2012, 47 (03) : 258 - 258
[10] Production and comprehension of French wh-questions by children with autism spectrum disorder: A comparative study with specific language impairment (vol 38, pg 1095, 2017)
Prevost, Philippe
Tuller, Laurice
Barthez, Marie Anne
Malvy, Joelle
Bonnet-Brilhault, Fredrique
[J]. APPLIED PSYCHOLINGUISTICS, 2017, 38 (05) : 1263 - 1264

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