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Grammatical Gender in Spoken Word Recognition in School-Age Spanish-English Bilingual Children

Frontiers in psychology, 2022-02, Vol.13, p.788076-788076

2022

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Grammatical gender in spoken word recognition in school-age Spanish monolingual and Spanish–English bilingual children

Frontiers in psychology, 2024-07, Vol.15, p.1295379

2024

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Parents accidentally substitute similar sounding sibling names more often than dissimilar names

PloS one, 2013-12, Vol.8 (12), p.e84444-e84444

2013

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The Persistence of Structural Priming: Transient Activation or Implicit Learning?

Journal of experimental psychology. General, 2000-06, Vol.129 (2), p.177-192

2000

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What the Eyes Say about Speaking

Psychological science, 2000-07, Vol.11 (4), p.274-279

2000

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The effect of additional characters on choice of referring expression: Everyone counts

Journal of memory and language, 2007-05, Vol.56 (4), p.521-536

2007

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Can speakers of different languages be saying the same thing? Influences of non-native language exposure and explicit comparison on children’s language awareness

Applied psycholinguistics, 2022-09, Vol.43 (5), p.973-995

2022

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Performance Differences Between Native and Non-Native Speakers on a New Happy–Sad Executive Function Measure

Archives of clinical neuropsychology, 2021-09, Vol.36 (6), p.965-975

2021

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Effects of Age of English Exposure, Current Input/Output, and grade on bilingual language performance

Journal of child language, 2016-05, Vol.43 (3), p.687-706

2016

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Cross-Linguistic Cognate Production in Spanish-English Bilingual Children with and without Specific Language Impairment

Journal of speech, language, and hearing research, 2018-03, Vol.61 (3), p.619-633

2018

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"Did I Say 'Cherry'?" Error Patterns on a Blocked Cyclic Naming Task for Bilingual Children with and without Developmental Language Disorder

Journal of speech, language, and hearing research, 2020-04, Vol.63 (4), p.1148-1164

2020

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Connectionist Models of Language Production: Lexical Access and Grammatical Encoding

Cognitive science, 1999-10, Vol.23 (4), p.517-542

1999

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Gaze durations during speech reflect word selection and phonological encoding

Cognition, 2001-11, Vol.82 (1), p.B1-B14

Griffin, Zenzi M

2001

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A reversed word length effect in coordinating the preparation and articulation of words in speaking

Psychonomic bulletin & review, 2003-09, Vol.10 (3), p.603-609

GRIFFIN, Zenzi M

2003

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Observing the what and when of language production for different age groups by monitoring speakers’ eye movements

Brain and language, 2006-12, Vol.99 (3), p.272-288

2006

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The Eyes Are Right When the Mouth Is Wrong

Psychological science, 2004-12, Vol.15 (12), p.814-821

Griffin, Zenzi M.

2004

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Conceptual structure modulates structural priming in the production of complex sentences

Journal of memory and language, 2003-11, Vol.49 (4), p.537-555

2003

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Phonological Influences on Lexical (Mis)Selection

Psychological science, 2003-01, Vol.14 (1), p.86-90

2003

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Constraint, Word Frequency, and the Relationship between Lexical Processing Levels in Spoken Word Production

Journal of memory and language, 1998-04, Vol.38 (3), p.313-338

1998

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Speakers Gaze at Objects While Preparing Intentionally Inaccurate Labels for Them

Journal of experimental psychology. Learning, memory, and cognition, 2006-07, Vol.32 (4), p.943-948

2006

Volltextzugriff (PDF)

Recency Effects for Meaning and Form in Word Selection

Brain and language, 2002-03, Vol.80 (3), p.465-487

Griffin, Zenzi M.

2002

Volltextzugriff (PDF)

"Did I Say Cherry?" Error Patterns on a Blocked Cyclic Naming Task for Bilingual Children With and Without Developmental Language Disorder

Journal of speech, language, and hearing research, 2020-04, Vol.63 (4), p.1148-1164

2020

Volltextzugriff (PDF)

Retrieving Personal Names, Referring Expressions, and Terms of Address

Psychology of Learning and Motivation, 2010, Vol.53, p.345-387

Griffin, Zenzi M.

2010

Volltextzugriff (PDF)

Research Article: The Eyes Are Right When the Mouth Is Wrong

Psychological science, 2004-12, Vol.15 (12), p.814-821

Griffin, Zenzi M

2004

Volltextzugriff (PDF)

Structural priming as implicit learning: a comparison of models of sentence production

Journal of psycholinguistic research, 2000-03, Vol.29 (2), p.217-229

2000

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Grammatical Gender in Spoken Word Recognition in School-Age Spanish-English Bilingual Children

Grammatical gender in spoken word recognition in school-age Spanish monolingual and Spanish–English bilingual children

Parents accidentally substitute similar sounding sibling names more often than dissimilar names

The Persistence of Structural Priming: Transient Activation or Implicit Learning?

What the Eyes Say about Speaking

The effect of additional characters on choice of referring expression: Everyone counts

Can speakers of different languages be saying the same thing? Influences of non-native language exposure and explicit comparison on children’s language awareness

Performance Differences Between Native and Non-Native Speakers on a New Happy–Sad Executive Function Measure

Effects of Age of English Exposure, Current Input/Output, and grade on bilingual language performance

Cross-Linguistic Cognate Production in Spanish-English Bilingual Children with and without Specific Language Impairment

"Did I Say 'Cherry'?" Error Patterns on a Blocked Cyclic Naming Task for Bilingual Children with and without Developmental Language Disorder

Connectionist Models of Language Production: Lexical Access and Grammatical Encoding

Gaze durations during speech reflect word selection and phonological encoding

A reversed word length effect in coordinating the preparation and articulation of words in speaking

Observing the what and when of language production for different age groups by monitoring speakers’ eye movements

The Eyes Are Right When the Mouth Is Wrong

Conceptual structure modulates structural priming in the production of complex sentences

Phonological Influences on Lexical (Mis)Selection

Constraint, Word Frequency, and the Relationship between Lexical Processing Levels in Spoken Word Production

Speakers Gaze at Objects While Preparing Intentionally Inaccurate Labels for Them

Recency Effects for Meaning and Form in Word Selection

"Did I Say Cherry?" Error Patterns on a Blocked Cyclic Naming Task for Bilingual Children With and Without Developmental Language Disorder

Retrieving Personal Names, Referring Expressions, and Terms of Address

Research Article: The Eyes Are Right When the Mouth Is Wrong

Structural priming as implicit learning: a comparison of models of sentence production

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