• Zenzi Griffin
    University of Texas, Austin
  • Lisa Bedore
    University of Texas, Austin
  • Elizabeth Pena
    University of Texas, Austin
  • J. Gregory Hixon
    University of Texas, Austin
  • Gary Oppenheim
As part of a larger project, 240 typically developing children were tested on a blocked cyclic object naming task once a year, for up to 4 years, starting in kindergarten, 2nd, or 4th grade. Separate sets of objects were tested in English and Spanish. Within each language, objects from 4 semantic categories were named 6 times each in blocks composed of same or mixed categories. Analyses focus on how cumulative experience with a lexical item results in facilitation or interference as a function of within- and between-child differences in experience with each language.
Original languageEnglish
Pages57-58
Number of pages2
Publication statusPublished - Nov 2017
Event58th Annual Meeting of the Psychonomic Society - Vancouver, Canada
Duration: 9 Nov 201712 Nov 2017

Conference

Conference58th Annual Meeting of the Psychonomic Society
CountryCanada
CityVancouver
Period9/11/1712/11/17
View graph of relations