Nuala Ryder
Biographic Data
| ID | 3838655 |
|---|---|
| NAME | Nuala Ryder |
| GIVEN NAMES | Nuala |
| FAMILY NAME | Ryder |
| SIGNATURE | RYDER N |
| AFFILIATIONS | University of Hertfordshire |
| ORCID | 0000-0002-4509-494X |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 2 |
Effects of incidental reminders on prospective memory in children
Prospective memory (PM) involves remembering to carry out intended actions in the future (e.g., posting a letter on the way to school or passing on a message) and is important for children's independent functioning in daily life. This study examined, for the first time, the effects of incidental reminder cues on children's PM. Five- and 7-year-old children (n = 160, 50% female, predominantly White from lower-middle- to middle-class families) had …
Pragmatic Language Development in Language Impaired and Typically Developing Children
Answering Questions and Explaining Answers
This research explores, within the framework of Relevance Theory, how children's ability to answer questions and explain their answers develops between the ages of 3 and 9 years. Two hundred and ten normally developing Finnish-speaking children participated in this study. The children were asked questions requiring processing of inferential meanings and routines, and were asked to explain their correct answers to elicit understanding about their …
Development of pragmatic language comprehension in Finnish-speaking children
This research explores the development of pragmatic comprehension within the framework of relevance theory. Participants were 210 typically developing Finnish children aged from 3 to 9 years. The children were asked questions targeting the pragmatic processes of reference assignment, enrichment and implicature, as proposed by relevance theory. Results indicate that increasing ability to use contextual information in comprehension is related to ag…
Use of Context in Question Answering by 3-, 4- and 5-Year-Old Children
The use of context in pragmetic comprehension by specifically language-impaired and control children
The purpose of this paper is to explore how a theory of pragmatic comprehension, relevance theory (Sperber and Wilson 1995), can be used to examine contextual processing in pragmatic comprehension
Use of Context in Question Answering by 3-, 4- and 5-Year-Old Children
The use of context in pragmetic comprehension by specifically language-impaired and control children
The purpose of this paper is to explore how a theory of pragmatic comprehension, relevance theory (Sperber and Wilson 1995), can be used to examine contextual processing in pragmatic comprehension
Pragmatic Language Development in Language Impaired and Typically Developing Children
Answering Questions and Explaining Answers
This research explores, within the framework of Relevance Theory, how children's ability to answer questions and explain their answers develops between the ages of 3 and 9 years. Two hundred and ten normally developing Finnish-speaking children participated in this study. The children were asked questions requiring processing of inferential meanings and routines, and were asked to explain their correct answers to elicit understanding about their …
Use of Context in Question Answering by 3-, 4- and 5-Year-Old Children
The use of context in pragmetic comprehension by specifically language-impaired and control children
The purpose of this paper is to explore how a theory of pragmatic comprehension, relevance theory (Sperber and Wilson 1995), can be used to examine contextual processing in pragmatic comprehension
Development of pragmatic language comprehension in Finnish-speaking children
This research explores the development of pragmatic comprehension within the framework of relevance theory. Participants were 210 typically developing Finnish children aged from 3 to 9 years. The children were asked questions targeting the pragmatic processes of reference assignment, enrichment and implicature, as proposed by relevance theory. Results indicate that increasing ability to use contextual information in comprehension is related to ag…
Answering Questions and Explaining Answers
This research explores, within the framework of Relevance Theory, how children's ability to answer questions and explain their answers develops between the ages of 3 and 9 years. Two hundred and ten normally developing Finnish-speaking children participated in this study. The children were asked questions requiring processing of inferential meanings and routines, and were asked to explain their correct answers to elicit understanding about their …
Pragmatic Language Development in Language Impaired and Typically Developing Children
Effects of incidental reminders on prospective memory in children
Prospective memory (PM) involves remembering to carry out intended actions in the future (e.g., posting a letter on the way to school or passing on a message) and is important for children's independent functioning in daily life. This study examined, for the first time, the effects of incidental reminder cues on children's PM. Five- and 7-year-old children (n = 160, 50% female, predominantly White from lower-middle- to middle-class families) had …
Psychology (5 works) · Cognition (4 works) · Computer Science (4 works) · Language Development and Disorders (4 works) · Linguistics (4 works) · Artificial Intelligence (3 works) · Child and Animal Learning Development (3 works) · Cognitive psychology (3 works) · Context (archaeology) (3 works) · Developmental psychology (3 works)