24.1915, TOC: Applied Psycholinguistics 34/3 (2013)

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Subject: 24.1915, TOC: Applied Psycholinguistics 34/3 (2013)

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Date: Fri, 03 May 2013 09:28:22
From: Katie Smith [kesmith at cambridge.org]
Subject: Applied Psycholinguistics Vol. 34, No. 3 (2013)

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Publisher:	Cambridge University Press
Journal Title:  Applied Psycholinguistics 
Volume Number:  34 
Issue Number:  3 
Issue Date:  2013 

Main Text:  

Stimulus variability and perceptual learning of nonnative vowel categories
Françoise Brosseau-Lapré, Susan Rvachew, Meghan Clayards, Daniel Dickson

Written composition performance of students with attention-deficit/hyperactivity 
Ana Miranda Casas, Manuel Soriano Ferrer, Inmaculada Baixauli Fortea

Clusters of word properties as predictors of elementary school children's performance 
on two word tasks
Robert Schreuder, Agnes Tellings, Karien Coppens, John Gelissen

A bidirectional study on the acquisition of plural noun phrase interpretation in English 
and Spanish
Tania Ionin, Silvina Montrul, Mónica Crivos

Discourse context and the recognition of reduced and canonical spoken words
Holger Mitterer, Susanne Brouwer, Falk Huettig

Language abilities of internationally adopted children from China during the early 
school years: Evidence for early age effects?
Fred Genesee, K. Gauthier, Audrey Delcenserie

A comparative analysis of pausing in child and adult storytelling
Melissa Redford

Once upon a time, there was a pulchritudinous princess . . .: The role of word 
definitions and multiple story contexts in children's learning of difficult vocabulary
Carmel Houston-Price, Kathryn Wilkinson

Proficiency and working memory based explanations for nonnative speakers’ 
sensitivity to agreement in sentence processing
Caitlin Coughlin, Annie Tremblay

Proficiency and working memory based explanations for nonnative speakers’ 
sensitivity to agreement in sentence processing—ERRATUM
Caitlin Coughlin, Annie Tremblay

APS volume 34 issue 3 Cover and Front matter

APS volume 34 issue 3 Cover and Back matter 

Linguistic Field(s): Cognitive Science

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