+100 Talks to Learn Something

What will you dis­cov­er today ?

Do dif­fer­ences in work­ing mem­o­ry and exec­u­tive func­tion­ing affect the use of Stan­dard Eng­lish in work­ing-class children’s speech?

Do dif­fer­ences in work­ing mem­o­ry and exec­u­tive func­tion­ing affect the use of Stan­dard Eng­lish in work­ing-class children’s speech?

Katie Mans­field — Uni­ver­si­ty of Sheffield Con­tin­ue Read­ing Do dif­fer­ences in work­ing mem­o­ry and exec­u­tive func­tion­ing affect the use of Stan­dard Eng­lish in work­ing-class children’s speech?

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Select­ing for the high­est qual­i­ty and most engaged participants

Andrew Gor­don — Pro­lif­ic In this talk we will be dis­cussing the var­i­ous meth­ods used by Pro­lif­ic to man­age its par­tic­i­pant pool in order to ensure that all of the par­tic­i­pants are of the high­est pos­si­ble qual­i­ty. This includes a dis­cus­sion of how we onboard new…

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Is it eas­i­er to use one lan­guage vari­ety at a time or mix them? An online vol­un­tary lan­guage switch­ing study with “bidi­alec­tals”

Is it eas­i­er to use one lan­guage vari­ety at a time or mix them? An online vol­un­tary lan­guage switch­ing study with “bidi­alec­tals”

Dr Neil Kirk — Aber­tay Uni­ver­si­ty Con­tin­ue Read­ing Is it eas­i­er to use one lan­guage vari­ety at a time or mix them? An online vol­un­tary lan­guage switch­ing study with “bidi­alec­tals”

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