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- 7Alberta Centre for Active Living
- 2Nicoladis, Elena
- 1Adams, Kimberley
- 1Arnhold, Anja
- 1Austin, Wendy J.
- 18Toolkit for Grant Success
- 18Toolkit for Grant Success/Successful Grants (Toolkit for Grant Success)
- 7Alberta Centre for Active Living
- 7Alberta Centre for Active Living/WellSpring
- 2Nursing, Faculty of
- 1Rehabilitation Medicine, Faculty of
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2021-02-01
SSHRC IDG awarded 2021: The study of language attitudes and their development is an interdisciplinary field of research, at the intersection of psychology, sociolinguistics, and speech-language pathology. To examine attitudes towards French dialects, we formed an interdisciplinary team with...
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2018-02-01
SSHRC Awarded IDG 2018: While behaviours related to lower relationship satisfaction and increased risk of divorce are understood, factors that contribute to flourishing relationships are less so. Relationship paradigms have focused on personality traits, behaviours and skills not demonstrated by...
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09/20/2021
SSHRC IG awarded 2022: The research proposes to take a tripartite approach to understanding the sources of successes and challenges in the bilingual development of Special Education Needs (SENs). Research will take place in Ottawa and Edmonton; Research in the non-elective bilingual and elective...
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2021-06-01
SSHRC PEG awarded 2021: Families and youth who seek services through Catholic Social Services' Fetal Alcohol Spectrum Disorder Support programs are looking to reach important life goals such as learning to problem solve, maintain a budget, find and retain employment, or connect with a mentor....
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2016-02-01
SSHRC Awarded IDG 2016: The goal of this project is to develop foundational knowledge on the applicability of the learning perspective to account for interference phenomena when children perform language activities. We expect to learn more about the appropriateness of interpreting interference...
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2014-10-02
SSHRC Awarded IG 2015: ESL acquisition in early childhood is not well understood or even well-documented. Early L2 child speakers appear to produce more varied types of phonological errors compared with monolingual children, some but not all of which are predictable from their own mother tongues....