Applied psycholinguistics

• 

  Año 2021, Vol. 42, Número 5

  • Original Article

    • Testing the role of processing speed and automaticity in second language listening

      Bronson Hui, Aline Godfroid

      • Resumen

      págs. 1089-1115

      

    • Comprehension of complex sentences with misleading cues in monolingual and bilingual children

      Sarvenaz Ostadghafour, Ellen Bialystok

      • Resumen

      págs. 1117-1134

      

    • Interpreting experience enhances the use of lexical stress and syllabic structure to predict L2 word endings

      Cristina Lozano-Argüelles, Nuria Sagarra

      • Resumen

      págs. 1135-1157

      

    • Interdependence between L1 and L2: The case of Syrian children with refugee backgrounds in Canada and the Netherlands

      Elma Blom, Adriana Soto-Corominas, Zahraa Attar, Evangelia Daskalaki, Johanne Paradis

      • Resumen

      págs. 1159-1194

      

    • Foundations of early literacy among Arabic-speaking pre-school children

      Hanadi Abu Ahmad, David L. Share

      • Resumen

      págs. 1195-1220

      

    • Wrong place, wrong time: Children’s sensitivity to present tense spelling conventions

      Elise de Bree, Madelon Van den Boer

      • Resumen

      págs. 1221-1242

      

    • The English referencing behaviors of first- and second-grade Spanish–English emergent bilinguals in oral narrative retells

      Audrey Lucero, Kevin Donley, Bobbie Bermúdez

      • Resumen

      págs. 1243-1261

      

    • Transfer facilitation effects of morphological awareness on multicharacter word reading in Chinese as a foreign language

      Sihui Echo Ke, Keiko Koda

      • Resumen

      págs. 1263-1286

      

    • Examining the growth trajectories and cognitive predictors of reading in a consistent orthography: Evidence from a 10-year longitudinal study

      George K. Georgiou, Tomohiro Inoue, Timothy C. Papadopoulos, Rauno Parrila

      • Resumen

      págs. 1287-1311

      

    • Effects of working memory on L2 linguistic knowledge and L2 listening comprehension

      Miki Satori

      • Resumen

      págs. 1313-1340

      

    • Working memory training enhances complex syntax in children with Developmental Language Disorder

      Hélène Delage, Emily Stanford, Stephanie Durrleman

      • Resumen

      págs. 1341-1375