George Branigan
Biographic Data
| ID | 749553 |
|---|---|
| NAME | George Branigan |
| GIVEN NAMES | George |
| FAMILY NAME | Branigan |
| SIGNATURE | BRANIGAN G |
| AFFILIATIONS | Boston University |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 28 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1976 |
| LATEST PUBLICATION YEAR | 1979 |
| H-INDEX | 2 |
Some reasons why successive single word utterances are not
Two suprasegmental characteristics of three children's single-word, successive single-word and multiple-word utterances were examined spectrographically. The location of terminal pitch contour and the duration of words were compared across the three utterance types. It was found that successive single-word utterances shared suprasegmental patterns, on these dimensions, with multiple-word forms but not with single words. It is argued that successi…
Language Acquisition and Historical Change
Buku ini mencoba memberikan pemahaman tentang kebenaran linguistik bahwa pemerolehan normal pertama sebuah bahasa merupakan sumber perubahan linguistik. Persoalan yang diangkat adalah antara lain, tentang variasi dan perubahan bahasa, tentang ontogeni dan diakroni, tentang periphrastic causative dalam bahasa Inggris, tentang evolusi historis bahasa Inggris, dan juga tentang perkembangan-perkembangan persoalan-persoalan tersebut di atas
One Word at a Time
Children begin saying words sometime around their first birthday and continue to acquire a vocabulary of words until they begin to combine words toward the end of the second year. The study reported here is about the progress of a single child in this period of language development. Observations of the kinds of words she learned, their relative frequency and persistence, and their referential functions revealed developments in cognition-concepts …
Syllabic structure and the acquisition of consonants
One Word at a Time
Children begin saying words sometime around their first birthday and continue to acquire a vocabulary of words until they begin to combine words toward the end of the second year. The study reported here is about the progress of a single child in this period of language development. Observations of the kinds of words she learned, their relative frequency and persistence, and their referential functions revealed developments in cognition-concepts …
Syllabic structure and the acquisition of consonants
Syllabic structure and the acquisition of consonants
One Word at a Time
Children begin saying words sometime around their first birthday and continue to acquire a vocabulary of words until they begin to combine words toward the end of the second year. The study reported here is about the progress of a single child in this period of language development. Observations of the kinds of words she learned, their relative frequency and persistence, and their referential functions revealed developments in cognition-concepts …
Some reasons why successive single word utterances are not
Two suprasegmental characteristics of three children's single-word, successive single-word and multiple-word utterances were examined spectrographically. The location of terminal pitch contour and the duration of words were compared across the three utterance types. It was found that successive single-word utterances shared suprasegmental patterns, on these dimensions, with multiple-word forms but not with single words. It is argued that successi…
Language Acquisition and Historical Change
Buku ini mencoba memberikan pemahaman tentang kebenaran linguistik bahwa pemerolehan normal pertama sebuah bahasa merupakan sumber perubahan linguistik. Persoalan yang diangkat adalah antara lain, tentang variasi dan perubahan bahasa, tentang ontogeni dan diakroni, tentang periphrastic causative dalam bahasa Inggris, tentang evolusi historis bahasa Inggris, dan juga tentang perkembangan-perkembangan persoalan-persoalan tersebut di atas
Linguistics (4 works) · Psychology (4 works) · Philosophy (3 works) · Computer Science (2 works) · Language Development and Disorders (2 works) · Natural language processing (2 works) · Reading and Literacy Development (2 works) · Artificial Intelligence (1 work) · Artificial Intelligence (1 work) · Cognition (1 work)