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The role of prior lexical knowledge in children’s and adults’ word learning from stories

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Description: Previous studies have taught children and adults pseudowords of varying numbers of word-form neighbours to examine the influence of prior knowledge on learning and consolidation. In this project, we examine how these effects might change when pseudowords are encountered incidentally in stories, compared to previous explicit teaching paradigms.

License: CC-By Attribution 4.0 International

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Experiment 1 (Children)

James
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Experiment S1 (Adults - including orthography)

James
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Experiment 2 (Adults - spoken only)

James
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Exploratory Analyses and Figures

James
Cross-experiment analyses
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