Hostname: page-component-cd9895bd7-gbm5v Total loading time: 0 Render date: 2024-12-25T20:49:15.108Z Has data issue: false hasContentIssue false
  • English
  • Français

The semantic network, lexical access, and reading comprehension in monolingual and bilingual children: An individual differences study—CORRIGENDUM

Published online by Cambridge University Press:  28 February 2018

TESSA SPÄTGENS  and
ROB SCHOONEN
TESSA SPÄTGENS*
Affiliation:
University of Amsterdam
ROB SCHOONEN
Affiliation:
Radboud University Nijmegen
*
ADDRESS FOR CORRESPONDENCE Tessa Spätgens, University of Amsterdam, Spuistraat 134, 1012 VB Amsterdam, The Netherlands. E-mail: [email protected]
Rights & Permissions [Opens in a new window]

Extract

In the article by Spätgens and Schoonen, the penultimate paragraph on page 237 incorrectly states that the coding for the Animacy variable is “(0 inanimate, 1 animate).” The correct coding should instead read “(0 animate, 1 inanimate).” We regret this omission and any problems it may have caused.

Type
Corrigendum
Information
Applied Psycholinguistics , Volume 39 , Issue 2 , March 2018 , pp. 461
Copyright
Copyright © Cambridge University Press 2018 

In the article by Spätgens and Schoonen, the penultimate paragraph on page 237 incorrectly states that the coding for the Animacy variable is “(0 inanimate, 1 animate).” The correct coding should instead read “(0 animate, 1 inanimate).” We regret this omission and any problems it may have caused.

References

REFERENCE

Spätgens, T. & Schoonen, R. (2017). The semantic network, lexical access, and reading comprehension in monolingual and bilingual children: An individual differences study. Applied Psycholinguistics, 39, 225–256.CrossRefGoogle Scholar