Planning and articulation in incremental word production: Syllable-frequency effects in English.

Cholin J, Dell GS, Levelt WJM (2011)
Journal of Experimental Psychology: Learning, Memory and Cognition 37(1): 109-122.

Zeitschriftenaufsatz | Veröffentlicht | Englisch
 
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Autor*in
Cholin, JoanaUniBi; Dell, G.S.; Levelt, W.J.M.
Erscheinungsjahr
2011
Zeitschriftentitel
Journal of Experimental Psychology: Learning, Memory and Cognition
Band
37
Ausgabe
1
Seite(n)
109-122
ISSN
0278-7393
eISSN
1939-1285
Page URI
https://pub.uni-bielefeld.de/record/2665122

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Cholin J, Dell GS, Levelt WJM. Planning and articulation in incremental word production: Syllable-frequency effects in English. Journal of Experimental Psychology: Learning, Memory and Cognition. 2011;37(1):109-122.
Cholin, J., Dell, G. S., & Levelt, W. J. M. (2011). Planning and articulation in incremental word production: Syllable-frequency effects in English. Journal of Experimental Psychology: Learning, Memory and Cognition, 37(1), 109-122. doi:10.1037/a0021322
Cholin, J., Dell, G. S., and Levelt, W. J. M. (2011). Planning and articulation in incremental word production: Syllable-frequency effects in English. Journal of Experimental Psychology: Learning, Memory and Cognition 37, 109-122.
Cholin, J., Dell, G.S., & Levelt, W.J.M., 2011. Planning and articulation in incremental word production: Syllable-frequency effects in English. Journal of Experimental Psychology: Learning, Memory and Cognition, 37(1), p 109-122.
J. Cholin, G.S. Dell, and W.J.M. Levelt, “Planning and articulation in incremental word production: Syllable-frequency effects in English.”, Journal of Experimental Psychology: Learning, Memory and Cognition, vol. 37, 2011, pp. 109-122.
Cholin, J., Dell, G.S., Levelt, W.J.M.: Planning and articulation in incremental word production: Syllable-frequency effects in English. Journal of Experimental Psychology: Learning, Memory and Cognition. 37, 109-122 (2011).
Cholin, Joana, Dell, G.S., and Levelt, W.J.M. “Planning and articulation in incremental word production: Syllable-frequency effects in English.”. Journal of Experimental Psychology: Learning, Memory and Cognition 37.1 (2011): 109-122.

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