Part of
Experimental Methods in Language Acquisition ResearchEdited by Elma Blom and Sharon Unsworth
[Language Learning & Language Teaching 27] 2010
► pp. 115–138
Edited by Elma Blom and Sharon Unsworth
[Language Learning & Language Teaching 27] 2010
► pp. 115–138
Chapter 6. Using eyetracking in language acquisition research
Cited by (7)
Cited by seven other publications
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]
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