Titlebook: Low-Energy Ion Irradiation of Solid Surfaces; Hubert Gnaser Book 1999 Springer-Verlag Berlin Heidelberg 1999 molecule.semiconductor.semico

memoir

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清楚說話

when PLI children experience lexical access and production problems, and display successive attempts to solve them by self-repair processes. This chapter focuses on the problem sources, repair strategies, delay markers, and time PLI children take in giving a repair solution at a lexical level compar

指派

mediocrity

and focuses on Spanish and Catalan languages. We first describe some similarities between Monolingual and Bilingual language acquisition and how Bilingual children reach most of the milestones at the same age as monolinguals, despite having less exposure to each language separately. We refer to diff

權(quán)宜之計

children exposed to B(asque) and S(panish) in their closest family environment from a very early age, and with a varying degree of (relative) B/S input. Four groups are distinguished: (a) Basque monolinguals; (b) Basque-dominant bilinguals; (c) Balanced bilinguals and (d) Spanish-dominant bilingual

祝賀

syntactic and semantic knowledge that are relevant to the interpretation of language. In this respect, the verb is a key word in language processing and in verbal representation. The activation of a verb includes various types of information (subcategorization frame, argument structure, information

相符

;6, three PLI and three age-matched TLD children). As expected, lexical searches were longer in children with PLI (Mdn = 1910 ms, IQR = 970) than in TLD children (Mdn = 1195 ms, IQR = 3020). In addition, PLI group took longer to achieve a lexical target through elaboration (Mdn = 540 ms, IQR = 670)

草本植物

;6, three PLI and three age-matched TLD children). As expected, lexical searches were longer in children with PLI (Mdn = 1910 ms, IQR = 970) than in TLD children (Mdn = 1195 ms, IQR = 3020). In addition, PLI group took longer to achieve a lexical target through elaboration (Mdn = 540 ms, IQR = 670)

擁護(hù)者

children stored phonological information by repeating nonwords included in simple and complex sentences. Research Question. How does syntactic complexity in relative sentences interact with Working Memory abilities in Mexican children with and without SLI? Methods. Performance of Working Memory was

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