Applied psycholinguistics

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  Año 2020, Vol. 41, Número 1

  • Original Article

    • Spanish-speaking English learners’ English language and literacy skills: The predictive role of conceptually scored vocabulary

      Jin Kyoung Hwang, Jeannette Mancilla-Martinez, Janna Brown McClain, Min Hyun Oh, Israel Flores

      • Resumen

      págs. 1-24

      

    • Exploring variation in nonnative Japanese learners’ perception of lexical pitch accent: The roles of processing resources and learning context

      Seth Goss

      • Resumen

      págs. 25-49

      

    • The use of social–communicative cues to interpret ambiguous pronouns: Bilingual adults differ from monolinguals

      Carla Contemori, Fabiola Tortajada

      • Resumen

      págs. 51-77

      

    • The narrative macrostructure production of Spanish–English bilingual preschoolers: Within- and cross-language relations

      Dana Bitetti, Carol Scheffner Hammer, Lisa M. López

      • Resumen

      págs. 79-106

      

    • Sentence repetition and non-word repetition in early total French immersion

      Maureen Scheidnes

      • Resumen

      págs. 107-131

      

    • Inhibitory control and receptive vocabulary influence aspect comprehension in children

      Andrew Blank, Rachael Frush Holt, Laura Wagner

      • Resumen

      págs. 133-151

      

    • The impact of brief exposure to the second language on native language production: Global or item specific?

      Tamar Degani, Hamutal Kreiner, Haya Ataria, Farha Khateeb

      • Resumen

      págs. 153-183

      

    • Acquisition of aspect in L2: The computation of event completion by Japanese learners of English

      Keiko Kaku-MacDonald, Juana Muñoz Liceras, Nina Kazanina

      • Resumen

      págs. 185-214

      

    • A tale of two frequency effects: Toward a verification model of L2 word recognition

      Nan jiang, Man Li, Taomei Guo

      • Resumen

      págs. 215-235

      

    • Evaluating Part V of the German version of the Token Test as a screening of specific language impairment in preschoolers

      Michaela Schmoeger, Matthias Deckert, Brigitte Eisenwort, Benjamin Loader, Annemarie Hofmair, Eduard Auff, Ulrike Willinger

      • Resumen

      págs. 237-258