Consistency errors in p-values reported in Spanish psychology journals

Resumen tomado de la publicación

Learning from errors : effects of teachers training on students??? attitudes towards and their individual use of errors

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Independent effects of imageability and grammatical class in synonym judgement in aphasia

Resumen tomado de la publicaci??n

Dels errors, se n'apr??n! : la correcci?? com a instrument did??ctic

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If I has a lot of money... : learner errors in foreign language writing

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L'ús dels clítics pronominals del català i la seva adquisició per parlants de romanès i de tagal

The thesis L’ús dels clítics pronominals del català i la seva adquisició per parlants de romanès i de tagal [The use of pronominal clitics in Catalan and their acquisition by Romanian and Tagalog speakers] analyzes the mechanisms of transfer from the L1 in the process of acquisition of Catalan (L2) in two groups of learners, one of which has Romanian and the other Tagalog as their native language. Our study lends support to the idea of transfer from the L1 to a second language in general, and, in particular, within the process of acquisition of pronominal clitics from a Romance language (Catalan). The results show that the differences between the two groups are statistically significant and are attributable to the characteristics of the L1. Moreover, starting from a detailed description of the grammar of pronominal clitics in the three languages involved, we define the specific grammatical aspects of the Tagalog and Romanian languages that can have an influence on certain productions and on certain errors in the use of pronominal clitics in Catalan, within the process of acquisition of this Romance language as L2. In the theoretical domain, we started from studies on functional markedness to determine four reference terms that allowed us to carry out a systematized study of the difficulties in acquisition of the use of Catalan clitic pronouns according to their complexity and their degree of grammaticalization.

Spelling errors in children who are deaf

This is a descriptive study that analyzes the spelling abilities as well as a specific spelling error made by children between the ages of 5 and 9 who are deaf and wear cochlear implants.

Analisis Gramatical del Lenguaje Elicitado Nivel Sencillo: A Spanish translation of the Grammatical Analysis of Elicited Language: Simple Sentence Level

This paper presents a Spanish translation of the Grammatical Analysis of Elicited Language: Simple Sentence Level. Also included are some suggested changes in vocabulary and sentence structure for the Spanish version.

A study of the TAGS, an enduring teaching tool: teachers’ perspectives on the Teacher Assessment of Grammatical Structures teaching practices and application

This paper is studied look at the Teacher’s Assessment of Grammatical Structures (TAGS), Teacher Assessment of Spoken Language (TASL), and Cottage Acquisition Scales for Listening, Language and Speech (CASLLS) criterion-referenced language assessments as well as an inquiry into how teachers of the deaf use the TAGS currently as a teaching tool.

A comparison of two techniques for evaluating the development of syntax in children's language: developmental sentence analysis and the CID grammatical analysis of elicited language: simple sentence level

This paper compares two language evaluation tests--Development Sentence Analysis and the CID Grammatical Analysis of Elicited Language: Simple Sentence Level.

Applicability of the CID grammatical analysis of elicted language-simple sentence level to children educated in total communication

This paper discusses a study to determine the applicability of the CID GAEL Test-Simple Sentence Level test to hearing impaired children educated in a total communication setting.

Hit the target: language activities designed to develop simple grammatical structures

This paper discusses language therapy activities for helping hearing impaired children acquire language.

An examination of the appropriateness of the CID grammatical analysis of elicted language as an instrument to compare language acquisition in deaf children enrolled in cued speech vs. oral and signed english programs

This paper discusses a study to compare test results of the CID GAEL test among hearing impaired children who are enrolled in cued speech vs. oral vs. signed english programs.

A correlative analysis of CID's grammatical analysis of elicted language with the carrow elicted language inventory

This paper compares the CID GAEL test and the CELI test.