Jane A Herman
Biographic Data
| ID | 6213293 |
|---|---|
| NAME | Jane A Herman |
| GIVEN NAMES | Jane A |
| FAMILY NAME | Herman |
| SIGNATURE | HERMAN J A |
| AFFILIATIONS | Harvard University |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 5 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1994 |
| LATEST PUBLICATION YEAR | 1996 |
| H-INDEX | 2 |
Learning How to Say What One Means
In this paper we present a set of methods for describing development in the expression of communicative intents. Studying children in interaction with a parent, we found children improved from age 14 to 32 months in the number of communicative attempts per minute they made, in the intelligibility of their attempts, as well as in the repertoire of intents they expressed. Correlations with other language measures suggest that a complete picture of …
L'animal Qui Fait Oink! Oink!”
How do children perform on four distinct picture description tasks in French, a language that has limited use in their lives? How does their performance on these tasks in the “limited use” language compare to the performance on the same tasks in English, the broader use language of their school and the society? And what are the effects of the children's home language environments on their performances both in French and in English? Fifty‐two 2nd‐…
Learning How to Say What One Means
In this paper we present a set of methods for describing development in the expression of communicative intents. Studying children in interaction with a parent, we found children improved from age 14 to 32 months in the number of communicative attempts per minute they made, in the intelligibility of their attempts, as well as in the repertoire of intents they expressed. Correlations with other language measures suggest that a complete picture of …
L'animal Qui Fait Oink! Oink!”
How do children perform on four distinct picture description tasks in French, a language that has limited use in their lives? How does their performance on these tasks in the “limited use” language compare to the performance on the same tasks in English, the broader use language of their school and the society? And what are the effects of the children's home language environments on their performances both in French and in English? Fifty‐two 2nd‐…
L'animal Qui Fait Oink! Oink!”
How do children perform on four distinct picture description tasks in French, a language that has limited use in their lives? How does their performance on these tasks in the “limited use” language compare to the performance on the same tasks in English, the broader use language of their school and the society? And what are the effects of the children's home language environments on their performances both in French and in English? Fifty‐two 2nd‐…
Learning How to Say What One Means
In this paper we present a set of methods for describing development in the expression of communicative intents. Studying children in interaction with a parent, we found children improved from age 14 to 32 months in the number of communicative attempts per minute they made, in the intelligibility of their attempts, as well as in the repertoire of intents they expressed. Correlations with other language measures suggest that a complete picture of …
Psychology (2 works) · AP French Language (1 work) · Computer Science (1 work) · Developmental psychology (1 work) · EFL/ESL Teaching and Learning (1 work) · French (1 work) · Language Development and Disorders (1 work) · Language, Discourse, Communication Strategies (1 work) · Linguistics (1 work) · Longitudinal study (1 work)