LouAnn Gerken mainly focuses on Language development, Language acquisition, Morpheme, Syntax and Grammar. His research integrates issues of Syllable and Word in his study of Language development. His studies in Language acquisition integrate themes in fields like Cognitive science, Artificial grammar learning, Psycholinguistics and Comprehension approach.
His work carried out in the field of Morpheme brings together such families of science as Developmental psychology, Context and Verbal learning. His Syntax research includes themes of Noun, Grammatical gender, Grammatical category, Verb phrase and Sentence. LouAnn Gerken works mostly in the field of Sentence, limiting it down to concerns involving Subject and, occasionally, Prosody.
LouAnn Gerken mostly deals with Language acquisition, Cognitive psychology, Prosody, Language development and Grammar. His Language acquisition research incorporates themes from Morpheme, Vocabulary, Cognitive science, Phonology and Psycholinguistics. LouAnn Gerken has included themes like Developmental psychology, Context and Feature in his Cognitive psychology study.
His study in Prosody is interdisciplinary in nature, drawing from both Sentence, Parsing and Specific language impairment. The Language development study combines topics in areas such as Syllable, Verbal learning and Communication. His Grammar research is multidisciplinary, incorporating elements of Syntax, Word order and Natural language.
Grammar, Cognitive psychology, Language acquisition, Feature and Word are his primary areas of study. His Grammar research includes elements of Developmental linguistics, First language, Syntax, Prosody and Natural language. His First language study deals with Word order intersecting with Cognitive science.
His research investigates the connection between Cognitive psychology and topics such as Place of articulation that intersect with problems in Phonetics. His biological study spans a wide range of topics, including Sentence, Visual patterns, Morpheme and Parsing. His Communication course of study focuses on Language development and Constructed language.
His primary scientific interests are in Feature, Language development, Cognitive psychology, Communication and Prosody. His Language development research is multidisciplinary, incorporating perspectives in Salient, Robust learning, Verbal learning, Memory development and Word. His work in the fields of Cognitive psychology, such as Set, intersects with other areas such as Spurious relationship.
His Communication study combines topics in areas such as Syllable, Repetition and Generalization. His studies deal with areas such as Parsing, Control, Language acquisition, Sentence and Syntax as well as Prosody. His Sentence study combines topics from a wide range of disciplines, such as Salience, Grammar and First language.
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Infant sensitivity to distributional information can affect phonetic discrimination.
Jessica Maye;Janet F. Werker;Lou Ann Gerken.
Artificial grammar learning by 1-year-olds leads to specific and abstract knowledge.
Rebecca L Gomez;LouAnn Gerken.
Infant artificial language learning and language acquisition
Rebecca L. Gómez;LouAnn Gerken.
Trends in Cognitive Sciences (2000)
The head-turn preference procedure for testing auditory perception
Deborah G. Kemler Nelson;Peter W. Jusczyk;Denise R. Mandel;James Myers.
Infant Behavior & Development (1995)
The metrical basis for children's subjectless sentences
Lou Ann Gerken.
Journal of Memory and Language (1991)
Interplay of Function Morphemes and Prosody in Early Language
Lou Ann Gerken;Bonnie J. McIntosh.
Developmental Psychology (1993)
A metrical template account of children's weak syllable omissions from multisyllabic words.
Journal of Child Language (1994)
PROSODIC STRUCTURE IN YOUNG CHILDREN'S LANGUAGE PRODUCTION
Lou Ann Gerken.
Function Morphemes in Young Children's Speech Perception and Production
Lou Ann Gerken;Barbara Landau;Robert E. Remez.
Developmental Psychology (1990)
Infants can use distributional cues to form syntactic categories.
Lou Ann Gerken;Rachel Wilson;William Lewis.
Journal of Child Language (2005)
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