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Page 1: Brandeis University · pitch and changing intonation). The receipt of linguistic baby talk, in turn, facili- tated the child's ability to choose a card which matched the one being
Page 2: Brandeis University · pitch and changing intonation). The receipt of linguistic baby talk, in turn, facili- tated the child's ability to choose a card which matched the one being
Page 3: Brandeis University · pitch and changing intonation). The receipt of linguistic baby talk, in turn, facili- tated the child's ability to choose a card which matched the one being
Page 4: Brandeis University · pitch and changing intonation). The receipt of linguistic baby talk, in turn, facili- tated the child's ability to choose a card which matched the one being
Page 5: Brandeis University · pitch and changing intonation). The receipt of linguistic baby talk, in turn, facili- tated the child's ability to choose a card which matched the one being
Page 6: Brandeis University · pitch and changing intonation). The receipt of linguistic baby talk, in turn, facili- tated the child's ability to choose a card which matched the one being
Page 7: Brandeis University · pitch and changing intonation). The receipt of linguistic baby talk, in turn, facili- tated the child's ability to choose a card which matched the one being
Page 8: Brandeis University · pitch and changing intonation). The receipt of linguistic baby talk, in turn, facili- tated the child's ability to choose a card which matched the one being
Page 9: Brandeis University · pitch and changing intonation). The receipt of linguistic baby talk, in turn, facili- tated the child's ability to choose a card which matched the one being
Page 10: Brandeis University · pitch and changing intonation). The receipt of linguistic baby talk, in turn, facili- tated the child's ability to choose a card which matched the one being
Page 11: Brandeis University · pitch and changing intonation). The receipt of linguistic baby talk, in turn, facili- tated the child's ability to choose a card which matched the one being
Page 12: Brandeis University · pitch and changing intonation). The receipt of linguistic baby talk, in turn, facili- tated the child's ability to choose a card which matched the one being
Page 13: Brandeis University · pitch and changing intonation). The receipt of linguistic baby talk, in turn, facili- tated the child's ability to choose a card which matched the one being
Page 14: Brandeis University · pitch and changing intonation). The receipt of linguistic baby talk, in turn, facili- tated the child's ability to choose a card which matched the one being
Page 15: Brandeis University · pitch and changing intonation). The receipt of linguistic baby talk, in turn, facili- tated the child's ability to choose a card which matched the one being
Page 16: Brandeis University · pitch and changing intonation). The receipt of linguistic baby talk, in turn, facili- tated the child's ability to choose a card which matched the one being

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