Chapter 6. Using eyetracking in language acquisition research

Sedivy, Julie

doi:10.1075/lllt.27.08sed

In:Experimental Methods in Language Acquisition Research
Edited by Elma Blom and Sharon Unsworth
[Language Learning & Language Teaching 27] 2010
► pp. 115–138

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Chapter 6. Using eyetracking in language acquisition research

Julie Sedivy

Published online: 26 October 2010

https://doi.org/10.1075/lllt.27.08sed

Cited by (7)

Cited by seven other publications

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Spit, Sybren, Sible Andringa, Judith Rispens & Enoch O. Aboh

2022. The Effect of Explicit Instruction on Implicit and Explicit Linguistic Knowledge in Kindergartners. Language Learning and Development 18:2 ► pp. 201 ff.

Abbas, Nawras, Tamar Degani & Anat Prior

2021. Equal Opportunity Interference: Both L1 and L2 Influence L3 Morpho-Syntactic Processing. Frontiers in Psychology 12

van Alphen, Petra, Susanne Brouwer, Nina Davids, Emma Dijkstra & Paula Fikkert

2021. Word Recognition and Word Prediction in Preschoolers With (a Suspicion of) a Developmental Language Disorder: Evidence From Eye Tracking. Journal of Speech, Language, and Hearing Research 64:6 ► pp. 2005 ff.

Andreu, Llorenç & Mònica Sanz-Torrent

2017. The Visual World Paradigm in Children with Spoken Language Disorders. In Eye-Tracking Technology Applications in Educational Research [Advances in Educational Technologies and Instructional Design, ], ► pp. 262 ff.

SUZUKI, YUICHI

2017. Validity of new measures of implicit knowledge: Distinguishing implicit knowledge from automatized explicit knowledge. Applied Psycholinguistics 38:5 ► pp. 1229 ff.

Sekerina, Irina A.

2015. Online evidence for children’s interpretation of personal pronouns. In The Acquisition of Reference [Trends in Language Acquisition Research, 15], ► pp. 213 ff.

[no author supplied]

2020. Language processing in advanced learners of English [Bilingual Processing and Acquisition, 9],

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