Downloads

[1] Martin, G. E., Klusek, J., Estigarribia, B., Roberts, J. E. 2009. Language characteristics of individuals with Down syndrome. Topics in Language Disorders, 29, 112-132 [2] Baum, R.A., Nash, P.L., Foster, J.E., Spader, M., Ratliff-Schaub, K., Coury, D.L., 2008. Primary care of children and adolescents with down syndrome: an update. Current Problems in Pediatric and Adolescent Health Care, 38(8), 241-261. [3] Stoel-Gammon, C. (2001). Down syndrome phonology: Developmental patterns and intervention strategies. Down Syndrome Research and Practice, 7, 93-100. [4] Oliver, B., Buckley, S. 1994. The language development of children with Down syndrome: First words to two-word phrases. Down Syndrome Research and Practice, 2(2), 71-75 [5] Levy, Y., Eilam, A. 2013. Pathways to language: a naturalistic study of children with Williams syndrome and children with Down syndrome. Journal of Child Language, 40(1), 106-138. [6] Joffe, V., Varlocosta, S. 2007. ‘Patterns of syntactic development in children with Williams syndrome and Down’s syndrome: evidence from passives and wh-questions’, Clinical Linguistics & Phonetics, 21 (9), 705-27 [7] Pinker, S., 1991. Rules of language. Science, 253(5019), 530-535. [8] Morgan, J. L., Meier, R. P., Newport, E. L. 1987. Structural packaging in the input to language learning: Contributions of prosodic and morphological marking of phrases to the acquisition of language. Cognitive Psychology 19, 498–550. [9] Jusczyk, P. W., Friederici, A. D. Wessels, J., Svenkerud, V. Y., Jusczyk, A. M. (1993). Infants’ sensitivity to the sound patterns of native language words. Journal of Memory and Language 32, 402–420. [10] Jusczyk, P. W., Hirsch-Pasek, K., Kemler Nelson, D. G., Kennedy, L. J., Woodward, A., Piwoz, J. 1992. Perception of acoustic correlates of major phrasal units by young infants. Cognitive Psychology 24(2), 252–293. [11] Beach, C. M., Katz, W. F., Skowronski, A. 1996. Children’s processing of prosodic cues for phrasal interpretation. The Journal of the Acoustical Society of America 99(2), 1148-1160. [12] Snedeker, J., Trueswell, J. C. 2001. Unheeded cues: Prosody and syntactic ambiguity in mother-child communication. Paper presented at the 26th Boston University Conference on Language Development, Boston, MA. [13] Mattys, S. L., White, L., Melhorn, J. F. 2005. Integration of multiple speech segmentation cues: A hierarchical framework. Journal of Experimental Psychology: General 134, 477–500. [14] Reber, A. S. 1967. Implicit learning of artificial grammars. Verbal Learning and Verbal Behavior 5(6), 855–863. [15] Stojanovik, V et al., 2018. Artificial grammar learning in Williams syndrome and in typical development: The role of rules, familiarity, and prosodic cues, Applied Psycholinguistics 39(2), 327–353. [16] Næss, K.A.B., Lyster, S.A.H., Hulme, C. Melby-Lervåg, M., 2011. Language and verbal short-term memory skills in children with Down syndrome: A meta-analytic review. Research in developmental disabilities 32(6), 2225-2234. [17] Raven, J. 2007. Coloured Progressive Matrices. London: Harcourt Publishers. [18] Semel, E., Wiig, E. H., Secord, W. A. 2004. Clinical Evaluation of Language Fundamentals - 4 (CELF-4). Toronto, Canada: The Psychological Corporation/A Harcourt Assessment Company. [19]Abrams, R. A., & Christ, S. E. (2003). Motion onset captures attention. Psychological Science, 14(5), 427–432. doi: 10.1111/1467-9280.01458. [20] Cepstral https://www.cepstral.com/ [21] Boersma, P., Weenink, D. 2005. Praat: doing phonetics by computer (Version 4.3.01) [Computer program]. http://www.praat.org/. [22] Fletcher, J., Maybery, M.T., Bennett, S. 2000. Implicit learning differences: A question of developmental level? Journal of Experimental Psychology: Learning, Memory, and Cognition 26(1), 246–252. [23] Maybery, M. T., Taylor, M. O'Brien-Malone, A. 1995. Implicit learning: Sensitive to age but not IQ. Australian Journal of Psychology 47(1), 8–17.