|
rdf:type |
|
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lifeskim:mentions |
umls-concept:C0008100,
umls-concept:C0010439,
umls-concept:C0023185,
umls-concept:C0033204,
umls-concept:C0347997,
umls-concept:C0449255,
umls-concept:C0454651,
umls-concept:C0456962,
umls-concept:C0600269,
umls-concept:C0679058,
umls-concept:C1280500,
umls-concept:C1283195,
umls-concept:C1521721,
umls-concept:C1547699,
umls-concept:C1705313,
umls-concept:C2700640
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pubmed:issue |
3
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pubmed:dateCreated |
2011-6-2
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pubmed:abstractText |
To investigate whether phonological or semantic encoding cues improved the fast mapping or word learning performance of preschoolers with specific language impairment (SLI) or typical development (TD) and whether performance varied for words containing high- or low-frequency sublexical sequences that named familiar or unfamiliar objects.
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pubmed:grant |
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pubmed:language |
eng
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pubmed:journal |
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pubmed:citationSubset |
IM
|
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pubmed:status |
MEDLINE
|
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pubmed:month |
Jun
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pubmed:issn |
1558-9102
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pubmed:author |
|
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pubmed:issnType |
Electronic
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pubmed:volume |
54
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pubmed:owner |
NLM
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pubmed:authorsComplete |
Y
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pubmed:pagination |
870-84
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pubmed:meshHeading |
pubmed-meshheading:20966382-Child, Preschool,
pubmed-meshheading:20966382-Child Language,
pubmed-meshheading:20966382-Cues,
pubmed-meshheading:20966382-Female,
pubmed-meshheading:20966382-Humans,
pubmed-meshheading:20966382-Language Development,
pubmed-meshheading:20966382-Language Development Disorders,
pubmed-meshheading:20966382-Male,
pubmed-meshheading:20966382-Phonetics,
pubmed-meshheading:20966382-Semantics,
pubmed-meshheading:20966382-Verbal Learning,
pubmed-meshheading:20966382-Vocabulary
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pubmed:year |
2011
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pubmed:articleTitle |
Fast mapping and word learning by preschoolers with specific language impairment in a supported learning context: effect of encoding cues, phonotactic probability, and object familiarity.
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pubmed:affiliation |
Arizona State University, Tempe, USA. shelley.gray@asu.edu
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pubmed:publicationType |
Journal Article,
Research Support, N.I.H., Extramural
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