Acceso usuarios
Words in the non-native mind: Developing lexical representations in the L2
Jubin Abutalebi, Harald Clahsen
págs. 183-184
págs. 185-201
Helping busy Suzy fight fuzzy in foreign language learning
Peta Baxter, Frank Leoné, Ton Dijkstra
págs. 202-203
On the semantic optimum and contexts
Marco Calabria 
págs. 204-205
págs. 206-207
Bilingual Aspects of the Ontogenesis Model: Parasitic Connections at all Levels of Representation?
Peter Ecke, Christopher J. Hall
págs. 208-209
Nick C. Ellis
págs. 210-211
Paola Escudero Neyra, Rachel Hayes-Harb
págs. 212-213
Use it or lose it? Spell it? Sign it?: Reaching the optimum
Susan Gass
págs. 214-215
The Ontogenesis Model: How do multiword units fit in, and are most lexical representations in the L1 really at their optima?
Henrik Gyllstad
págs. 216-217
The importance of formal modelling for the development of cognitive theory
Randall K. Jamieson, Brendan T. Johns, Vanessa Taler, Michael N. Jones
págs. 218-219
Representing words in a second language: Can the L2 dance on its own?
Judith F. Kroll , Nicole Vargas Fuentes, Julio Torres
págs. 220-221
What is fuzziness, and how much does it explain?
Kristin Lemhöfer
págs. 222-223
Computational mechanisms of development?: Connectionism and bilingual lexical representation
Ping Li, Xiaowei Zhao
págs. 224-225
Modelling L2 vocabulary acquisition: The devil is in the detail
Paul Meara
págs. 226-227
The limits to ‘fuzziness’ in the L2 learner
Ramesh Kumar Mishra
págs. 228-229
págs. 230-231
Ontogenenis model of L2 lexical representation: Cross-language links to account for bilingual lexical processing
Janet G. van Hell
págs. 232-233
Refining optimum levels of acquisition and L1 semantic influences in the Ontogenesis Model
Brent Wolter
págs. 234-235
Refining key concepts of the Ontogenesis Model of the L2 lexical representation
Denisa Bordag, Kira Gor, Andreas Opitz
págs. 236-241
Bilingual advantage in L3 vocabulary acquisition: evidence of a generalized learning benefit among classroom-immersion children
Florian Salomé, Séverine Casalis, Eva Commissaire
págs. 242-255
Interference suppression in bilingualism: Stimulus-Stimulus vs. Stimulus-Response conflict
Lihua Xia, Thomas H Bak, Antonella Sorace , Mariana Vega-Mendoza
págs. 256-268
The Emergence of a Complex Language Skill: Evidence from the Self-organization of Interpreting Competence in Interpreting Students
Zhibin Yu, Yanping Dong
págs. 269-282
Word form processing at school age: Evidence for similarities between bilingual and monolingual children
Karin Hein, Christina Kauschke
págs. 283-295
Kerry Danahy Ebert, Madeline Reilly
págs. 296-306
Knowledge is a river and education is like a stairway: An eye movement study on how L2 speakers process metaphors and similes
Henri Olkoniemi, Raymond Bertram, Johanna K. Kaakinen
págs. 307-320
Beyond words: An analysis of skills underlying reading and vocabulary acquisition in three foreign languages
Madelon Van den Boer, Maaike H. T. Zeguers
págs. 321-336
Valeria L Torres, Mónica Rosselli, David A. Loewenstein, Merike Lang, Idaly Vélez-Uribe, Fernanda Arruda, Joshua Conniff, Rosie E. Curiel, Maria T. Greig, Warren W. Barker, Miriam J. Rodriguez, Malek Adjouadi, David E Vaillancourt, Russell Baker, Ranjan Duara
págs. 337-356
On the multidimensionality of bilingualism and the unique role of language use: ERRATUM
Patrycja Kałamała, Magdalena Senderecka, Z. Wodniecka
págs. 357-357
