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Antón, E. et al. (2016) - Coggle Diagram
Antón, E. et al. (2016)
Language (229)
Bilingual (91)
Bilingual education (9)
Bilingual schooling (4)
Bilingual schools (4)
Bilingual setting (2)
Bilingual functioning (1)
Bilingual parenting (1)
Language switching (12)
Code-switch (9)
Exposure (25)
Memory (26)
Memory recall (6)
Memory consolidation (2)
Memory performance (1)
Education (24)
Language teaching (2)
Tuition (6)
Formal tuition (2)
Multilingual (7)
Language combination (2)
Balanced bilinguals (10)
Translanguaging (8)
Linguistic (23)
Semantic representations (3)
Language alternation (1)
Grammar mixing (1)
Avatar (22)
Cross-contamination (1)
Image databanks (1)
Loudspeakers (1)
Official language (3)
Official tongue (1)
Cognitive (27)
Cognitive Load Theory (4)
Cognitive overload (2)
Cognitive loads (2)
Intristic cognitive load (1)
Hypothesis (10)
Evidence (12)
Investigation (3)
Generalization (5)
Detrimental effect (4)
Deviation (3)
Dynamic use (1)
Learning (23)
SLC learning (1)
Composite measure (1)
MLC learning (1)
Population-wise (1)
Development (22)
Multilingual literacy (1)
Linguistic development (1)
Extraneous (8)
Boosting (3)
Interactions (20)
Integration (2)
Co-exist (2)
Inter-personal (1)
Analysis (22)
Null (8)
T-test analysis (2)
ANOVA (2)
Rate (14)
Perception (17)
Semantic representations (3)
Immediate recall (5)
Signal Detection Theory (3)
Fixation cross (1)
Experimental (17)
Exposure (25)
Experimental data (2)
Development (22)
Multilingual literacy (1)
Linguistic development (1)
Performance (21)
Immediate recall (5)
Hit (6)
Simultaneously (4)
Synchrony (1)
Measurement (26)
Disciminability skills (2)
Trimmed (1)
Recall (23)
Impairment (1)
Object memorization (1)
Overburden learners (1)
Sequential alternation (1)
Side-effects (1)
Unimodal setting (1)
Youngsters (6)
Elucidate (1)