Skip to main content Accessibility help
The Cambridge Handbook of Child Language
  • Publisher: Cambridge University Press
  • Online publication date: June 2012
  • Print publication year: 2009
  • Online ISBN: 9780511576164
  • Export citation
  • Recommend to librarian
  • Buy the print book

Book description

The Cambridge Handbook of Child Language brings together the world's foremost researchers to provide a one-stop resource for the study of language acquisition and development. Grouped into five thematic sections, the handbook is organized by topic, making it easier for students and researchers to use when looking up specific in-depth information. It covers a wider range of subjects than any other handbook on the market, with chapters covering both theories and methods in child language research and tracing the development of language from prelinguistic infancy to teenager. Drawing on both established and more recent research, the Handbook surveys the crosslinguistic study of language acquisition; prelinguistic development; bilingualism; sign languages; specific language impairment, language and autism, Down syndrome and Williams syndrome. This book will be an essential reference for students and researchers working in linguistics, psychology, cognitive science, speech pathology, education and anthropology.


Reviews of the hardback:‘… a standard work … it succeeds magnificently in charting the advances made in theory, methodology and application over the last four decades.'

Paul Fletcher - University College Cork

‘It is rare to see such a broad and representative range of perspectives covered in a single volume … an excellent resource for researchers as well as those hoping to learn more about child language acquisition …'

Janet F. Werker - University of British Columbia

'… this handbook gives a thorough picture of the theoretical debates, findings and methodologies of the field of language acquisition.'

Source: Journal of Child Language

'… this book meets its stated aim to provide summaries of current work on a variety of language development topics.'

Source: Journal of Child Language

Refine List

Actions for selected content:

Select all | Deselect all
  • View selected items
  • Export citations
  • Download PDF (zip)
  • Send to Kindle
  • Send to Dropbox
  • Send to Google Drive

Save Search

You can save your searches here and later view and run them again in "My saved searches".

Please provide a title, maximum of 40 characters.


Page 1 of 2

Page 1 of 2


Abbeduto, L., & Short-Myerson, K. (2002). Linguistic influences on social interaction. In H. Goldstein, L. Kaczmarek & K. English (Eds.), Promoting Social Communication (pp. 27–54). Baltimore: Paul H. Brookes.
Abbot-Smith, K., & Tomasello, M. (2006). Exemplar-learning and schematization in a usage-based account of syntactic acquisition. The Linguistic Review, 23, 275–290.
Abbot-Smith, K., Lieven, E., & Tomasello, M. (2001). What preschool children do and do not do with ungrammatical word orders. Cognitive Development, 16, 679–692.
Abbot-Smith, K., Lieven, E., & Tomasello, M. (2004). Training 2;6-year-olds to produce the transitive construction: The role of frequency, semantic similarity and shared syntactic distribution. Developmental Science, 7, 48–55.
Abbot-Smith, K., Lieven, E., & Tomasello, M. (in press). Graded representations in the acquisition of English and German transitive constructions. Cognitive Development.
Abercombrie, D. (1967). Elements of General Phonetics. Chicago: Aldine.
Abu-Akel, A., Bailey, A., & Thum, Y.-M. (2004). Describing the acquisition of determiners in English: A growth modeling approach. Journal of Psycholinguistic Research, 33, 407–424.
Acredolo, L. P., & Goodwyn, S. W. (1988). Symbolic gesturing in normal infants. Child Development, 59, 450–466.
Akhtar, N. (1999). Acquiring basic word order: Evidence for data-driven learning of syntactic structure. Journal of Child Language, 26, 339–356.
Akhtar, N., & Tomasello, M. (1996). Two-year-olds learn words for absent objects and actions. British Journal of Developmental Psychology, 14, 79–93.
Akhtar, N., & Tomasello, M. (1997). Young children’s productivity with word order and verb morphology. Developmental Psychology, 33, 952–965.
Aksu-Koç, A. (1998). The role of input vs. universal predispositions in the emergence of tense–aspect morphology: Evidence from Turkish. First Language, 18, 255–280.
Aksu-Koç, A., & Slobin, D. I. (1985). The acquisition of Turkish. In D. I. Slobin (Ed.), The Crosslinguistic Study of Language Acquisition: Vol. 1. The Data (pp. 839–878). Hillsdale, NJ: Lawrence Erlbaum Associates.
Aksu-Koç, A., & von Stutterheim, C. (1994). Temporal relations in narrative: Simultaneity. In R. A. Berman & D. I. Slobin (Eds.), Relating Events in Narrative: A Crosslinguistic Developmental Study (pp. 393–456). Hillsdale, NJ: Lawrence Erlbaum Associates.
Alarcon, M., Cantor, R. M., Liu, J., Gilliam, T. C., The Autism Genetic Resource Exchange Consortium, & Geschwind, D. H. (2002). Evidence for a language quantitative trait locus on chromosome 7q in multiplex families. American Journal of Human Genetics, 70, 60–71.
Albert, M., & Obler, L. K. (1978). The Bilingual Brain: Neuropsychological and Neurolinguistc Aspects of Bilingualism. New York: Academic Press.
Allen, G. D., & Hawkins, S. (1978). The development of phonological rhythm. In A. Bell & J. B. Hooper (Eds.), Syllables and Segments (pp. 173–185). Amsterdam: North Holland.
Allen, G. D., & Hawkins, S. (1980). Phonological rhythm: Definition and development. In G. Yeni-Komshian, J. S. Kavanagh & C. A. Ferguson (Eds.), Child Phonology: Vol. 1. (pp. 227–256). New York: Academic Press.
Allen, R., & Shatz, M. (1983). ‘What says meow?’ The role of context and linguistic experience in very young children’s responses to what-questions. Journal of Child Language, 10, 14–23.
Allen, S. E. M. (2000). A discourse-pragmatic explanation for argument representation in child Inuktitut. Linguistics, 38, 483–521.
Allen, S. E. M. (2007a). The future of Inuktitut in the face of majority languages: Bilingualism or language shift? Applied Psycholinguistics, 28, 515–536.
Allen, S. E. M. (2007b). Interacting pragmatic influences on children’s argument realization. In M. Bowerman & P. Brown (Eds.), Crosslinguistic Perspectives on Argument Structure: Implications for Learnability (pp. 191–210). New York: Lawrence Erlbaum Associates.
Allen, S. E. M., & Crago, M. (1996). Early passive acquisition in Inuktitut. Journal of Child Language, 23, 129–155.
Allen, S. E. M., & Schröder, H. (2003). Preferred Argument Structure in early Inuktitut spontaneous speech data. In J. W. Du Bois, L. E. Kumpf & W. J. Ashby (Eds.), Preferred Argument Structure: Grammar as Architecture for Function (pp. 301–338). Amsterdam: John Benjamins.
Allen, S. E. M., Özürek, A., Kita, S., et al. (2006). Language-specific and universal influences in children’s syntactic packaging of manner and path: A comparison of English, Japanese and Turkish. Cognition, 102, 16–48.
Allen, S. E. M., Skarabela, B., & Hughes, M. (2008). Using corpora to examine discourse effects in syntax. In H. Behrens (Ed.), Corpora in Language Acquisition Research (pp. 99–137). Amsterdam: Benjamins.
Allopenna, P. D., Magnuson, J. S., & Tanenhaus, M. K. (1998). Tracking the time course of spoken word recognition using eye movements: Evidence for continuous mapping models. Journal of Memory & Language, 38, 419–439.
Altmann, G. (1998) Ambiguity in Sentence Processing. Trends in Cognitive Sciences, 2, 146–152.
Altmann, G. (2001). The language machine: Psycholinguistics in review. British Journal of Psychology, 92, 129–170.
Altmann, G., & Steedman, M. (1988). Interaction with context during human sentence processing. Cognition, 30, 191–238.
Ambridge, B., Rowland, C., Theakston, A., & Tomasello, M. (2006). Comparing different accounts of auxiliary inversion errors. Journal of Child Language, 33, 519–557.
Ameel, E., Malt, B. C., & Storms, G. (2008). Object naming and later lexical development: From baby bottle to beer bottle. Journal of Memory & Language, 58, 262–285.
American Academy of Pedriatrics (2004). Clinical practice guideline: Otis media with effusion. Pedriatrics, 113, 1412–1429.
American Psychiatric Association (1994). Diagnostic and Statistical Manual of Mental Disorders (4th edn). Washington, DC: Author.
Andersen, E. S. (1975). Cups and glasses: Learning that boundaries are vague. Journal of Child Language, 2, 79–103.
Andersen, E. S. (2000). Exploring register knowledge: The value of ‘controlled improvisation’. In L. Menn & N. B. Ratner (Eds.), Methods for Studying Language Production (pp. 225–248). Mahwah, NJ: Lawrence Erlbaum Associates.
Andersen, E. S., Dunlea, A., & Kekelis, L. S. (1984). Blind children’s language: Resolving some differences. Journal of Child Language, 11, 645–664.
Anderson, J. L., Morgan, J. L., & White, K. S. (2003). A statistical basis for speech sound discrimination. Language and Speech, 46, 155–182.
Andrews, A. (1985). Studies in the Syntax of Relative and Comparative Clauses. New York: Garland.
Aram, D. M., & Nation, J. (1980). Preschool language disorders and subsequent language and academic difficulties. Journal of Communication Disorders, 13, 159–170.
Aram, D. M., Ekelman, B. L., & Nation, J. E. (1984). Preschoolers with language disorders: Ten years later. Journal of Speech and Hearing Research, 22, 232.
Archibald, J. (Ed.) (1995). The Acquisition of Non-linear Phonology. Hillsdale, NJ: Lawrence Erlbaum Associates.
Ariel, M. (1990). Accessing Noun-Phrase Antecedents. London: Routledge.
Arnold J., Eisenband J., Brown-Schmidt S., & Trueswell, J. (2000). The rapid use of gender information: Evidence of the time course of pronoun resolution from eyetracking, Cognition, 76, B13–B26.
Arunachalam, S., Gould, D., Andersen, E., Byrd, D., & Narayanan, S. (2001, September). Politeness and Frustration Language in Child–Machine Interactions. Paper presented at the 7th European Conference on Speech Communication and Technology, Aalborg, Denmark.
Aslin, R. N., & Pisoni, D. B. (1980). Some developmental processes in speech perception. In G. H. Yeni-Komshian, J. F. Kavanagh & C. A. Ferguson (Eds.), Child Phonology: Vol. 2. Perception (pp. 67–96). New York: Academic Press.
Aslin, R. N., Pisoni, D. B., Hennessy, B. L., & Perey, A. J. (1981). Discrimination of voice onset time by human infants: New findings and implications for the effects of early experience. Child Development, 52, 1135–1145.
Aslin, R. N., Saffran, J. R., & Newport, E. L. (1998). Computation of conditional probability statistics by 8-month-old infants. Psychological Science, 9, 321–324.
Austin, J. L. (1975). How to do Things with Words. Cambridge, MA: Harvard University Press.
Autism and Developmental Disabilities Monitoring Network (2007). Prevalence of autism spectrum disorders – autism and developmental disabilities monitoring network, 14 sites, United States, 2002. MMWR Surveillance Summaries, 56, 12–28.
Bailey, A., Phillips, W., & Rutter, M. (1996). Autism: Towards an integration of clinical, genetic, neuropsychological, and neurobiological perspectives. Journal of Child Psychology and Psychiatry, 37, 89–126.
Bailey, T., & Plunkett, K. (2002). Phonological specificity in early words. Cognitive Development, 17, 1267–1284.
Baker, A., & de Jong, J. (2007, July). The Nature of Bilingual Specific Language Impairment (SLI). Keynote speech presented at the Child Language Seminar, University of Reading.
Baker, C. I., Olson, C. R., & Behrmann, M. (2004). Role of attention and perceptual grouping in visual statistical learning. Psychological Science, 15, 460–466.
Baker, C. L. (1979). Syntactic theory and the projection problem. Linguistic Inquiry, 10, 533–581.
Baker, M. (1988). Incorporation: A Theory of Grammatical Function Changing. Chicago: University of Chicago Press.
Baker, N. D., & Nelson, K. E. (1984). Recasting and related conversational techniques for triggering syntactic advances by young children. First Language, 5, 3–22.
Ballaban-Gil, K., Rapin, I., Tuchman, R., & Shinnar, S. (1996). Longitudinal examination of the behavioral, language, and social changes in a population of adolescents and young adults with autistic disorder. Pediatric Neurology, 15, 217–223.
Ballem, K. D., & Plunkett, K. (2005). Phonological specificity in children at 1;2. Journal of Child Language, 32, 159–173.
Bamberg, M. (1986). The acquisition of anaphoric relationships. Linguistics, 26, 227–284.
Bamberg, M. (1987). The Acquisition of Narratives: Learning to use Language. Berlin: Mouton de Gruyter.
Bamberg, M. (in press). Sequencing events in time or sequencing events in storytelling? From cognition to discourse – with frogs paving the way. In J. Guo, S. Ervin-Tripp & N. Budwig (Eds.), Festschrift for Dan Slobin. Mahwah, NJ: Lawrence Erlbaum Associates.
Baranek, G. T. (1999). Autism during infancy: A retrospective video analysis of sensory–motor and social behaviors at 9–12 months of age. Journal of Autism and Developmental Disorders, 29, 213–224.
Barlow, J. A. (1997). A constraint-based account of syllable onsets: Evidence from developing systems. Unpublished doctoral dissertation, Indiana University, Bloomington.
Barlow, Jessica A. (2001). The structure of /s/-sequences: Evidence from a disordered system. Journal of Child Language, 28, 291–324.
Baron-Cohen, S. (2000). Autism and ‘Theory of Mind’. In J. Harley and A. Braithwaite (Eds.) The Applied Psychologist. Milton Keynes: Open University Press.
Bartak, L., Rutter, M., & Cox, A. (1975). A comparative study of infantile autism and specific developmental receptive language disorder: I. The children. British Journal of Psychiatry, 126, 127–145.
Bartak, L., Rutter, M., & Cox, A. (1977). A comparative study of infantile autism and specific developmental receptive language disorders: III. Discriminant function analysis. Journal of Autism & Childhood Schizophrenia, 7(4), 383–396.
Bartlett, C. W., Flax, J. F., Logue, M. W., et al. (2002). A major susceptibility locus for specific language impairment is located on 13q21. American Journal of Human Genetics, 71, 45–55.
Bartolucci, G., Pierce, S. J., & Streiner, D. L. (1980). Cross-sectional studies of grammatical morphemes in autistic and mentally retarded children. Journal of Autism and Developmental Disorders, 10, 39–50.
Barton, M., & Tomasello, M. (1991). Joint attention and conversation in mother–infant–sibling triads. Child Development, 62, 517–529.
Barton, M., & Tomasello, M. (1994). The rest of the family: The role of fathers and siblings in early language development. In C. Gallaway & B. Richards (Eds.), Input and Interaction in Language Acquisition (pp. 109–134). Cambridge: Cambridge University Press.
Bates, E. (1976). Language and Context: The Acquisition of Pragmatics. New York: Academic Press.
Bates, E., & Goodman, J. C. (1999). On the emergence of grammar from the lexicon. In B. MacWhinney (Ed.), The Emergence of Language (pp. 29–79). Mahwah, NJ: Lawrence Erlbaum Associates.
Bates, E., & MacWhinney, B. (1987). Competition, variation and language learning. In B. MacWhinney (Ed.), Mechanisms of Language Acquisition (pp. 157–194). Hillsdale, NJ: Lawrence Erlbaum Associates.
Bates, E., & MacWhinney, B. (1989). Functionalism and the competition model. In B. MacWhinney & E. Bates (Eds.), The Crosslinguistic Study of Sentence Processing (pp. 3–73). New York: Cambridge University Press.
Bates, E., Benigni, L., Bretherton, I., Camaioni, L., & Volterra, V. (1979). The Emergence of Symbols: Cognition and Communication in Infancy. New York: Academic Press.
Bates, E., McNew, S., MacWhinney, B., Devescovi, A., & Smith, S. (1982). Functional constraints on sentence comprehension: A crosslinguistic study. Cognition, 11, 245–299.
Bates, E., MacWhinney, B., Caselli, C., Devescovi, A., Natale, F., & Venza, V. (1984). A cross-linguistic study of the development of sentence interpretation strategies. Child Development, 55, 341–354.
Bates, E., Bretherton, I., & Snyder, L. S. (1988). From First Words to Grammar: Individual Differences and Dissociable Mechanisms. Cambridge: Cambridge University Press.
Battison, R. (1978). Lexical Borrowing in American Sign Language. Silver Spring: Linstok Press.
Bavin, E. L., (2000). Ellipsis in Warlpiri children’s narratives: An analysis of Warlpiri frog stories. Linguistics, 38, 569–589.
Bavin, E. L. (2004). Focusing on ‘where’: An analysis of Warlpiri frog stories. In S. Stromqvist & L. Verhoeven (Eds.), Relating Events in Narrative: Typological and Contextual Perspectives (pp. 17–35). Mahwah, NJ: Lawrence Erlbaum Associates.
Bavin, E. L., & Growcott, C. (1999). Infants of 24–30 months understand verb frames. In M. Perkins & S. Howard (Eds.), New Directions in Language Development and Disorders (pp. 169–177). New York: Kluwer.
Bavin, E. L., Wilson, P., Maruff, P., & Sleeman, F. (2005). Spatio-visual memory of children with specific language impairment: Evidence for generalized processing problems. International Journal of Language and Communication Disorders, 40, 319–332.
Bazzanella, C., & Calleri, D. (1991). Tense coherence and grounding in children’s narrative. Text, 11, 175–187.
Bechtel, W., & Abrahamsen, A. (2002). Connectionism and the Mind: Parallel Processing, Dynamics, and Evolution in Networks (2nd edn.). Oxford: Blackwell.
Becker, J. (1982). Children’s strategic use of requests to mark and manipulate social status. In S. Kuczaj (Ed.), Language Development: Language, Thought, and Culture (pp. 1–35). Hillsdale, NJ: Lawrence Erlbaum Associates.
Becker, J. (1984). Implications of ethology for the study of pragmatic development. In S. Kuczaj (Ed.), Discourse Development (pp. 1–17). New York: Springer-Verlag.
Becker, J. (1988). The success of parents’ indirect techniques for teaching their preschoolers pragmatic skills. First Language, 8, 173–181.
Becker, J. (1990). Processes in the acquisition of pragmatic competence. In G. Conti-Ramsden & C. Snow (Eds.), Children’s Language: Vol. 7. ( pp. 7–24). Hillsdale, NJ: Lawrence Erlbaum Associates.
Becker, J. (1994a). Pragmatic socialization: Parental input to preschoolers. Discourse Processes, 17, 131–148.
Becker, J. (1994b). ‘Sneak shoes’, ‘sworders’, and ‘nose beards’: A case study of lexical innovation. First Language, 40, 95–121.
Becker, J., & Hall, M. (1989). Adult beliefs about pragmatic development. Journal of Applied Developmental Psychology, 10, 1–17.
Becker, J., Place, K., Tenzer, S., & Frueh, C. (1991). Teachers’ impressions of children varying in pragmatic skills. Journal of Applied Developmental Psychology, 12, 397–412.
Becker, M. (2000). The development of the copula in child English: The lightness of be. Unpublished doctoral dissertation, University of California, Los Angeles.
Bedore, L., & Leonard, L. (1998). Specific language impairment and grammatical morphology: A discriminant function analysis. Journal of Speech, Language, and Hearing Research, 41, 1185–1192.
Bedore, L., & Leonard, L. (2001). Grammatical morphology deficits in Spanish-speaking children with specific language impairment. Journal of Speech, Language, and Hearing Research, 44, 905–924.
Bedore, L., & Leonard, L. (2005). Verb inflections and noun phrase morphology in the spontaneous speech of Spanish-speaking children with specific language impairment. Applied Psycholinguistics, 26, 195–225.
Behrens, H. (2002). Learning multiple regularities: Evidence from overgeneralization errors in the German plural. In A. H.-J. Do, L. Domínguez & A. Johansen (Eds.), Proceedings of the 26th Annual Boston University Conference on Language Development (pp. 72–83). Somerville, MA: Cascadilla Press.
Behrens, H. (2003). Bedeutungserwerb, Grammatikalisierung und Polysemie: Zum Erwerb von ‘gehen’ im Deutschen, Niederländischen und Englischen. In S. Haberzettl & H. Wegener (Eds.), Spracherwerb und Konzeptualisierung (pp. 161–181). Frankfurt: Peter Lang.
Beilin, H., & Lust, B. (1975). Connectives: Logical, linguistic and psychological theory (pp. 186–216). A study in the development of logical and linguistic connectives: Linguistic data (pp. 217–284). A study of the development of logical and linguistic connectives: Cognitive data (pp. 285–337). In H. Beilin (Ed.), Studies in the Cognitive Basis of Language Development. New York: Academic Press.
Beitchman, J. H., Nair, R., Clegg, M., & Ferguson, B. (1986a). Prevalence of psychiatric disorders in children with speech and language disorders. Journal of the American Academy of Child Psychiatry, 25, 528–535.
Beitchman, J. H., Nair, R., Clegg, M., & Patel, P. G. (1986b). Prevalence of speech and language disorders in 5-year-old kindergarten children in the Ottawa-Carleton region. Journal of Speech and Hearing Disorders, 51, 98–110.
Beitchman, J. H., Tuckett, M., & Batth, S. (1987). Language delay and hyperactivity in preschoolers: Evidence for a distinct subgroup of hyperactives. Canadian Journal of Psychiatry, 32, 683–687.
Beitchman, J. H., Hood, J., Rochon, J., & Peterson, M. (1989). Empirical classification of speech/language impairment in children: II. Behavioral characteristics. Journal of the American Academy of Child and Adolescent Psychiatry, 28, 118–123.
Beitchman, J. H., Hood, J., & Inglis, A. (1990). Psychiatric risk in children with speech and language disorders. Journal of Abnormal Child Psychology, 18, 283–296.
Beitchman, J. H., Brownlie, E. B., & Wilson, B. (1996a). Linguistic impairment and psychiatric disorder: Pathways to outcome. In J. H. Beitchman, N. J. Cohen, M. M. Konstantareas & R. Tannock (Eds.), Language, Learning, and Behavior Disorders: Developmental, Biological, and Clinical Perspectives (pp. 493–514). New York: Cambridge University Press.
Beitchman, J. H., Wilson, B., Brownlie, E. B., Walters, H., & Lancee, W. (1996b). Long-term consistency in speech/language profiles: I. Developmental and academic outcomes. Journal of the American Academy of Child & Adolescent Psychiatry, 35, 804–814.
Bekken, K. (1989). Is there ‘Motherese’ in gesture? Unpublished doctoral dissertation, University of Chicago, Chicago.
Bellugi, U., Marks, S., Bihrle, A., & Sabo, H. (1988). Dissociation between language and cognitive functions in Williams syndrome. In D. V. M. Bishop & K. Mogford (Eds.), Language Development in Exceptional Circumstances (pp. 177–189). London: Churchill.
Bellugi, U., Bihrle, A., Neville, H., Jernigan, T., & Doherty, S. (1992). Language, cognition, and brain organization in a neurodevelopmental disorder. In M. R. Gunnar & C. A. Nelson (Eds.), Developmental Behavioral Neuroscience (pp. 201–32). Hillsdale, NJ: Lawrence Erlbaum Associates.
Benasich, A. A., & Tallal, P. (2002). Infant discrimination of rapid auditory cues predicts later language impairment. Behavioural Brain Research, 136, 31–49.
Benasich, A. A., Curtiss, S., & Tallal, P. (1993). Language, learning, and behavioral disturbances in childhood: A longitudinal perspective. Journal of the American Academy of Child and Adolescent Psychiatry, 32, 585–594.
Bennet-Kastor, T. (1983). Noun phrases and coherence in child narrative. Journal of Child Language, 10, 133–149.
Berger, J., & Cunningham, C. (1981). The development of eye contact between mothers and normal versus Down syndrome infants. Developmental Psychology, 17, 678–689.
Berglund, E., Eriksson, M., & Johansson, I. (2001). Parental reports of spoken language skills in children with Down syndrome. Journal of Speech, Language and Hearing Research, 44, 179–191.
Berk, S. (2003). Sensitive period effects on the acquisition of language: A study of language development. Unpublished doctoral dissertation, University of Connecticut, Storrs.
Berko, J. (1958). The child’s learning of English morphology. Word, 14, 150–177.
Berman, R. A. (1986). A step-by-step model of language learning. In I. Levin (Ed.), Stage and Structure: Re-Opening the Debate (pp. 191–219). Norwood, NJ: Ablex.
Berman, R. A. (1988). On the ability to relate events in narratives. Discourse Processes, 11, 469–497.
Berman, R. A. (1990). Acquiring an (S)VO language: Subjectless sentences in children’s Hebrew. Linguistics, 28, 1135–1166.
Berman, R. A. (1993). Marking verb transitivity in Hebrew-speaking children. Journal of Child Language, 20, 641–670.
Berman, R. A. (1995). Narrative competence and storytelling performance: How children tell stories in different contexts. Journal of Narrative and Life History, 5, 285–313.
Berman, R. A. (1996). Form and function in developing narrative abilities: The case of ‘and’. In D. I. Slobin, J. Gerhardt, A. Kyratzis & J. Guo (Eds.), Social Interaction, Social Context, and Language: Essays in Honor of Susan Ervin-Tripp (pp. 243–268). Mahwah, NJ: Lawrence Erlbaum Associates.
Berman, R. A. (1998). Typological perspectives on connectivity. In N. Dittmar & Z. Penner (Eds.), Issues in the Theory of Language Acquisition (pp. 203–224). Bern: Peter Lang.
Berman, R. A. (2004a). Between emergence and mastery: The long developmental route of language acquisition. In R. A. Berman (Ed.), Language Development across Childhood and Adolescence: Psycholinguistic and Crosslinguistic Perspectives. Trends in Language Acquisition Research (TILAR): Vol. 3. (pp. 9–34). Amsterdam: John Benjamins.
Berman, R. A. (Ed.). (2004b). Language Development across Childhood and Adolescence. Philadelphia, PA: John Benjamins.
Berman, R. A. (Ed.). (2007). Developing linguistic knowledge and language use across adolescence. In E. Hoff & M. Shatz (Eds.), Blackwell Handbook of Language Development (pp. 347–367). Malden, MA: Blackwell.
Berman, R. A., & Dromi, E. (1984). On marking time without aspect in child language. Papers and Reports on Child Language Development, 23, 21–32.
Berman, R. A., & Katzenberger, I. (1998). Cognitive and linguistic factors in development of picture-series narration. Studia Italiani i Linguistica Teorica e Applicata, 27, 21–47.
Berman, R. A., & Neeman, Y. (1994). Development of linguistic forms: Hebrew. In R. A. Berman & D. I. Slobin (Eds.), Relating Events in Narrative: A Crosslinguistic Developmental Study (pp. 285–428). Hillsdale, NJ: Lawrence Erlbaum Associates.
Berman, R. A., & Nir-Sagiv, B. (2004). Linguistic indicators of inter-genre differentiation in later language development. Journal of Child Language, 31, 339–380.
Berman, R. A., & Nir-Sagiv, B. (2007). Comparing narrative and expository text construction across adolescence: A developmental paradox. Discourse Processes, 43, 79–120.
Berman, R. A., & Nir-Sagiv, B. (in press). Clause-packaging in narratives: A crosslinguistic developmental study. In J. Guo, E. Lieven, N. Budwig, S. Ervin-Tripp, K. Nakamura & S. Ozcaliskan (Eds.), Crosslinguistic Approaches to the Psychology of Language: Research in the Tradition of Dan I. Slobin. Mahwah, NJ: Lawrence Erlbaum Associates.
Berman, R. A., & Slobin, D. I. (Eds.). (1994). Relating Events in Narrative: A Crosslinguistic Developmental Study. Hillsdale, NJ: Lawrence Erlbaum Associates.
Bernabei, P., Cerquiglini, A., Cortesi, F., & D’Ardia, C. (2007). Regression versus no regression in the autistic disorder: Developmental trajectories. Journal of Autism and Developmental Disorders, 37, 580–588.
Bernal, S., Lidz, J., Millotte, S., & Christophe, A. (2007). Syntax constrains the acquisition of verb meaning. Language Learning and Development, 3, 325–341.
Bernhardt, B. H., & Stemberger, J. P. (1998). Handbook of Phonological Development from the Perspective of Constraint-Based Nonlinear Phonology. San Diego: Academic Press.
Bernstein, I. L., & Borson, S. (1986). Learned food aversion: A component of anorexia nervosa syndromes. Psychological Review, 93, 462–472.
Bertoncini, J., Bijeljac-Babic, R., Blumstein, S., & Mehler, J. (1987). Discrimination of very short CV syllables by neonates. Journal of the Acoustical Society of America, 82, 31–37.
Berwick, R., & Niyogi, P. (1996). Learning from triggers. Linguistic Inquiry, 27, 605–622.
Best, C. T. (1994). The emergence of native-language phonological influences in infants: A perceptual assimilation model. In J. C. Goodman & H. C. Nusbaum (Eds.), The Deve