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Psycholinguistics --- #KVHB:Semantiek --- #KVHB:Taal --- #KVHB:Prosody --- Psycholinguistics. --- Experimentele psychologie --- psycholinguistiek --- psycholinguistiek. --- Language, Psychology of --- Language and languages --- Psychology of language --- Speech --- Psychological aspects --- Psychology --- Linguistics --- Thought and thinking --- Langage --- Psycholinguistique --- Processus cognitif
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Psycholinguistics --- Language acquisition. --- Langage --- Acquisition --- Language acquisition --- #PBIB:1999.2 --- #KVHB:Linguistiek --- #KVHB:Taal --- Acquisition of language --- Developmental linguistics --- Developmental psycholinguistics --- Language and languages --- Language development in children --- Psycholinguistics, Developmental --- Interpersonal communication in children --- Experimentele psychologie --- Historische en vergelijkende pedagogiek --- psycholinguistiek --- Historische en vergelijkende pedagogiek. --- psycholinguistiek. --- Psycholinguistiek.
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Cognitive psychology --- Psycholinguistics --- Neurolinguistics --- Neurolinguistique --- #PBIB:1999.4 --- #KVHB:Neurolinguistiek --- #KVHB:Cognitieve psychologie --- #kvhb: --- Cognitive neuroscience. --- Neurolinguistics. --- Experimentele psychologie --- Physiological aspects. --- psycholinguistiek --- psycholinguistiek. --- Psycholinguistiek. --- Cognitive neuroscience --- Language and languages --- Study and teaching --- Physiological aspects --- Cognitive psychology. --- Neurosciences cognitives --- Psychologie cognitive --- Psycholinguistique --- Neuro-linguistics --- Foreign languages --- Languages --- Psychology, Cognitive --- Cognitive neuropsychology --- Study and teaching&delete& --- Biolinguistics --- Higher nervous activity --- Neuropsychology --- Anthropology --- Communication --- Ethnology --- Information theory --- Meaning (Psychology) --- Philology --- Linguistics --- Cognitive science --- Psychology --- Neurolinguistique.
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Deze lijst biedt een overzicht van de passieve woordenschat die Nederlandstalige kinderen zouden moeten hebben bij de overgang van de kleuterschool naar de lagere school. Deze geheel herziene versie is net als de tweede uit 1981 gebaseerd op onderzoek in Nederland en België. Omdat het taalgebruik in de loop der jaren en bijvoorbeeld de gebruiksfrequentie van sommige woorden verandert, er nieuwe woorden bij komen (bijvoorbeeld computer, microgolfovern) en andere in onbruik raken, bleek er wederom een sterke behoefte aan een geactualiseerde uitgave te bestaan. De nieuwe streeflijst woordenschat voor zesjarigen is een valide indicator voor de verwervingsleeftijd van woorden. Bovendien is het een referentiepunt in het onderzoek naar de mechanismen van de woordenschatontwikkeling. Aan de nieuwe uitgangslijst zijn vele nieuwe, recente woorden toegevoegd. De nieuwe lijst bevat 6380 woorden en verschillende selecties of deellijsten zoals bijvoorbeeld een unaniemenlijst, lijsten van grote verschillen tussen Nederland en België, een rekenwoordenschatlijst en gemiddelde waarderingspercentages.
Dutch language --- Study and teaching (Primary) --- Vocabulary. --- Lexicology. Semantics --- Didactics of Dutch --- woordenschat --- Psycholinguistics --- Child --- Language Development. --- 1e leerjaar lager onderwijs --- 471.41 --- 475.2 --- Kleuteronderwijs (Voorschoolse educatie) --- Nederlands --- Woordenschat --- Woordfrequentielijsten --- streeflijst woordenschat --- kleuterschool: taal --- 803.3 --- basisonderwijs --- didactiek --- taalverwerving --- #KVHB:Taalontwikkeling --- #KVHB:Woordenschat --- Development, Language --- Developments, Language --- Language Developments --- Children --- Minors --- Flemish language --- Netherlandic language --- Germanic languages --- Vocabulary --- Taal en verbale expressie --- Taalonderwijs; Nederlandse taal --- didactiek kleuteronderwijs - taal en verbale expressie --- psycholinguïstiek, taalverwerving, kindertaal --- Language Development --- Taalverwerving --- Psycholinguïstiek --- 6-jarigen --- Logopedie --- Zoek --- Language Acquisition --- Acquisition, Language --- 6-jarige --- Taalontwikkeling (taalstoornis) --- Nederlands als tweede taal (NT2) --- Overgang kleuteronderwijs - lager onderwijs --- Academic collection
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kindertekeningen (9 bladen)
kindertekeningen --- Psycholinguistics --- Kindergarten --- Affective and dynamic functions --- psycholinguïstiek --- 477.3 --- handvaardigheid --- 416.3 --- Kindertaal --- Kindertekeningen --- Kleuren --- Neuropsychologie --- Onbewuste --- Ontwikkelingspsychologie --- Relatie ouder - kind --- Tekenontwikkeling --- Vormen --- Psychologie --- Kinderpsychologie: kindertekeningen --- didactiek basisonderwijs - handvaardigheid, handwerken --- Psychologie van de vrije kinderexpressie --- Kinderpsychologie --- Psychosociale problemen --- Kindertekening --- Jeugdpsychologie --- Psychosociaal probleem
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Stilistics --- Journalism --- German language --- Germany --- Newspaper layout and typography --- -Sensationalism in journalism --- -#SBIB:309H1821 --- #SBIB:309H517 --- #SBIB:001.GIFTCOM --- Sensationalism in newspapers --- Layout and typography, Newspaper --- Newspaper typography --- Typography, Newspaper --- Graphic design (Typography) --- Persartikels: functies, genres, taalgebruik, historiek --- Verbale communicatie: sociale psychologie van de taal en de interactie, psycholinguistiek --- Sensationalism in journalism --- #SBIB:309H1821 --- Bild-Zeitung. --- DEUTSCHE SPRACHE --- ZEITUNGEN UND MEDIEN --- SOZIOLINGUISTIK --- MEDIENSPRACHE
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Lerarenopleiding --- (vak)didactiek talen. --- Aanvankelijk lezen --- Didactiek --- Lezen --- Ontluikend lezen --- 433.7 --- 471.41 --- 803.3 --- Basisonderwijs --- Kleuteronderwijs (Voorschoolse educatie) --- Leesontwikkeling --- Ontluikende geletterdheid --- Ontwikkelingspsychologie --- Peuters --- Schrijven --- Taalontwikkeling --- Tekenen --- Vertellen --- Voorlezen --- lezen --- Leesopvoeding --- Taal en verbale expressie --- Taalpsychologie (Psycholinguïstiek) --- (zie ook: Leesvaardigheid) --- (zie ook: Schrijfvaardigheid) --- Spel
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How We Write is an accessible guide to the entire writing process, from forming ideas to formatting text. Combining new explanations of creativity with insights into writing as design, it offers a full account of the mental, physical and social aspects of writing. How We Write explores: how children learn to write the importance of reflective thinking processes of planning, composing and revising visual design of text cultural influences on writing global hypertext and the future of collaborative and on-line writing. By referring to a wealth of examples from writers such as Umberto Eco, Terry Pratchett and Ian Fleming, How We Write ultimately teaches us how to control and extend our own writing abilities. How We Write will be of value to students and teachers of language and psychology, professional and aspiring writers, and anyone interested in this familiar yet complex activity.
Creative writing (Higher education). --- English language --- Lerarenopleiding --- Creatief schrijven --- Engelse taal --- Rhetoric --- Study and teaching. --- (vak)didactiek talen. --- Engelse taal. --- Didactiek. --- Schrijfvaardigheid --- Stilistics --- Didactics of languages --- Didactiek van de talen --- Stilistiek --- Psycholinguïstiek --- Engelse taalkunde --- Psycholinguistics --- Creative writing --- Authorship. --- Psychological aspects. --- Physiological aspects. --- Social aspects. --- Authoring (Authorship) --- Writing (Authorship) --- Literature --- Authorship --- Creation (Literary, artistic, etc.) --- Germanic languages --- ENGLISH LANGUAGE --- CREATIVE WRITING --- RHETORIC --- STUDY AND TEACHING
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This work aims to build a bridge between evolutionary theory and cultural psychology. The author presents systematic research on the cognitive capacities of both nonhuman primates and human children. This book identifies what the differences are, and suggests where they might have come from. This work builds a bridge between evolutionary theory and cultural psychology. The author is one of very few people to have done systematic research on the cognitive capacities of both nonhuman primates and human children. This work identifies what the differences are, and suggests where they might have come from. Tomasello argues that the roots of the human capacity for symbol-based culture, and the kind of psychological development that takes p[lace within it, are based in a cluster of unique human cognitive capacities that emerge early in human ontogeny. These include capacities fort sharing attention with other persons, for understanding that others have intentions of their own; and for imitating, not just what someone else does, but what someone else has intended to do. In this discussions of language, symbolic representation, and cognitive-development, the author describes with authority and ingenuity the "ratchet effect" of the capacities working over evolutionary and historical time to create the kind of cultural artifacts and settings within which each new generation of children develops. He also proposes a novel hypothesis, based on process of social cognition and cultural evolution, about what makes the cognitive representations of humans different from those of other primates.
Cognitive psychology --- Psycholinguistics --- Cognition and culture --- Cognition in children --- Cognition and culture. --- Cognition in children. --- Cognition et culture --- Cognition chez l'enfant --- Cognitieve psychologie --- Psycholinguïstiek --- cognitie --- culturele psychologie --- Cognition (Child psychology) --- Thought and thinking in children --- Child psychology --- Culture and cognition --- Cognition --- Culture --- Ethnophilosophy --- Ethnopsychology --- Socialization --- cognition --- psychologie culturelle
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Groen is rijden is een verzameling fonologisch en syntactisch vereenvoudigde versjes, aangepast aan kinderen met taal- en spraakontwikkelingsstoornissen. De gebruikte werkvormen zijn verzen, dialogen en rijmoefeningen. Kleuters kunnen er volop mee oefenen in de productie van taalstructuren, zonder te worden belemmerd door de taal- of spraakontwikkelingsstoornis.
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