Priming or practice? Frequency or reverse frequency effects in how English children comprehend full passives.

Dittmar, Miriam, Abbot-Smith, Kirsten, Durrant, S, Tomasello, Michael (2010) Priming or practice? Frequency or reverse frequency effects in how English children comprehend full passives. In: Child Language Seminar, 24th-25th June 2010, City University, London. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:48988)

The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided.

Item Type:	Conference or workshop item (Poster)
Subjects:	H Social Sciences
Institutional Unit:	Schools > School of Psychology > Psychology
Former Institutional Unit:	Divisions > Division of Human and Social Sciences > School of Psychology
Depositing User:	Kirsten Abbot-Smith
Date Deposited:	10 Jun 2015 04:37 UTC
Last Modified:	20 May 2025 13:10 UTC
Resource URI:	https://kar.kent.ac.uk/id/eprint/48988 (The current URI for this page, for reference purposes)

University of Kent Author Information

Abbot-Smith, Kirsten.

Creator's ORCID:	https://orcid.org/0000-0001-8623-0664
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