Skip to main content Accessibility help
×
Home
Hostname: page-component-99c86f546-45s75 Total loading time: 9.872 Render date: 2021-12-02T20:19:34.317Z Has data issue: true Feature Flags: { "shouldUseShareProductTool": true, "shouldUseHypothesis": true, "isUnsiloEnabled": true, "metricsAbstractViews": false, "figures": true, "newCiteModal": false, "newCitedByModal": true, "newEcommerce": true, "newUsageEvents": true }

References

Published online by Cambridge University Press:  05 November 2015

Edith L. Bavin
Affiliation:
La Trobe University, Victoria
Letitia R. Naigles
Affiliation:
University of Connecticut
Get access
Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2015

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Abbeduto, L., & Short-Myerson, K. (2002). Linguistic influences on social interaction. In Goldstein, H., Kaczmarek, L. & English, K. (eds.), Promoting Social Communication (pp. 2754). Baltimore, MD: Brookes.Google Scholar
Abbot-Smith, K., & Behrens, H. (2006). How known constructions influence the acquisition of other constructions: The German passive and future constructions. Cognitive Science, 30, 9951026.CrossRefGoogle ScholarPubMed
Abbot-Smith, K., Lieven, E., & Tomasello, M. (2001). What preschool children do and do not do with ungrammatical word orders. Cognitive Development, 16, 679–92.CrossRefGoogle Scholar
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, 4855.CrossRefGoogle ScholarPubMed
Abbot-Smith, K., Lieven, E., & Tomasello, M. (2008). Graded representations in the acquisition of English and German transitive constructions. Cognitive Development, 23, 4866.CrossRefGoogle Scholar
Abbot-Smith, K., & Serratrice, L. (2014). Word order, referential expression, and case cues to the acquisition of transitive sentences in Italian. Journal of Child Language, doi:10.1017/S0305000913000421
Abbot-Smith, K., & Tomasello, M. (2006). Exemplar-learning and schematization in a usage-based account of syntactic acquisition. The Linguistic Review, 23, 275–90.CrossRefGoogle Scholar
Abbot-Smith, K., & Tomasello, M. (2010). The influence of frequency and semantic similarity on how children learn grammar. First Language, 30, 79101.CrossRefGoogle Scholar
Abdalla, F., Aljenaie, K., & Mahfoudhi, A. (2013). Plural noun inflection in Kuwaiti Arabic-speaking children with and without specific language impairment. Journal of Child Language, 40, 139–68.CrossRefGoogle ScholarPubMed
Abrahamsson, N., & Hyltenstam, K. (2009). Age of onset and nativelikeness in a second language: Listener perception versus linguistic scrutiny. Language Learning, 59, 249305.CrossRefGoogle Scholar
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, 407–24.CrossRefGoogle ScholarPubMed
Acredolo, L. P, & Goodwyn, S. W. (1988). Symbolic gesturing in normal infants. Child Development, 59, 450–66.CrossRefGoogle ScholarPubMed
Adams, A. M., Bourke, L., & Willis, C. (1999). Working memory and spoken language comprehension in young children. International Journal of Psychology, 34, 364–73.CrossRefGoogle Scholar
Adams, A., & Gathercole, S. E. (1996). Phonological working memory and spoken language development in young children. The Quarterly Journal of Experimental Psychology: Human Experimental Psychology, 49A, 216–33.Google Scholar
Adams, C., Green, J., Gilchrist, A., & Cox, A. (2002). Conversational behaviour of children with Asperger syndrome and conduct disorder. Journal of Child Psychology and Psychiatry, 43(5), 679–90.CrossRefGoogle ScholarPubMed
Adamson, L., Bakeman, R., Deckner, D., & Nelson, P. (2012). Rating parent–child interactions: Joint engagement, communication dynamics, and shared topics in autism, Down syndrome, and typical development. Journal of Autism and Developmental Disorders, 42, 2622–35.CrossRefGoogle ScholarPubMed
Adamson, L. B., Bakeman, R., Deckner, D. F., & Romski, M. A. (2009). Joint engagement and the emergence of language in children with autism and Down syndrome. Journal of Autism and Developmental Disorders, 39(1), 8496.CrossRefGoogle ScholarPubMed
Adani, F. (2008). The role of features in relative clause comprehension: A study of typical and atypical development. Unpublished PhD dissertation, University Milano-Bicocca.
Adani, F. (2011). Rethinking the acquisition of relative clauses in Italian: Towards a grammatically based account. Journal of Child Language, 38(1), 141–65.CrossRefGoogle ScholarPubMed
Adani, F., van der Lely, H. K., Forgiarini, M., & Guasti, M. T. (2010). Grammatical feature dissimilarities make relative clauses easier: A comprehension study with Italian children. Lingua, 120(9), 2148–66.CrossRefGoogle ScholarPubMed
Adesope, O. O., Lavin, T., Thompson, T., & Ungerleider, C. (2010). A systematic review and meta-analysis of the cognitive correlates of bilingualism. Review of Educational Research, 80, 207–45.CrossRefGoogle Scholar
Adriaans, F. C., & Kager, R. (2010). Adding generalization to statistical learning: The induction of phonotactics from continuous speech. Journal of Memory and Language, 62, 311–31.CrossRefGoogle Scholar
Aguado-Orea, J. J. (2004). The acquisition of morpho-syntax in Spanish: Implications for current theories of development. Unpublished PhD dissertation, University of Nottingham.
Ahissar, M. (2007). Dyslexia and the anchoring-deficit hypothesis. Trends in Cognitive Sciences, 11, 458–65.CrossRefGoogle ScholarPubMed
Aikhenvald, A. Y. (2003). A Grammar of Tariana from Northwest Amazonia. Cambridge University Press.CrossRefGoogle Scholar
Akhtar, N. (1999). Acquiring basic word order: Evidence for data-driven learning of syntactic structure. Journal of Child Language, 26, 339–56.CrossRefGoogle ScholarPubMed
Akhtar, N. (2004). Contexts in early word learning. In Hall, D. G. & Waxman, S. R. (eds.), Weaving a Lexicon. Cambridge, MA: MIT Press.Google Scholar
Akhtar, N. (2005). The robustness of learning through overhearing. Developmental Science, 8, 199209.CrossRefGoogle ScholarPubMed
Akhtar, N., Carpenter, M., & Tomasello, M. (1996). The role of discourse novelty in early word learning. Child Development, 67, 635–45.CrossRefGoogle Scholar
Akhtar, N., Jipson, J., & Callanan, M. A. (2001). Learning words through overhearing. Child Development, 72, 416–30.CrossRefGoogle ScholarPubMed
Akhtar, N., & Menjivar, J. A. (2012). Cognitive and linguistic correlates of early exposure to more than one language. Advances in Child Development and Behavior, 42, 4178.CrossRefGoogle ScholarPubMed
Akhtar, N., & Tomasello, M. (1996). Two-year-olds learn words for absent objects and actions. British Journal of Developmental Psychology, 14, 7993.CrossRefGoogle Scholar
Akhtar, N., & Tomasello, M. (1997). Young children’s productivity with word order and verb morphology. Developmental Psychology, 33, 952–65.CrossRefGoogle ScholarPubMed
Akhtar, N., & Tomasello, M. (2000). The social nature of words and word learning. In Golinkoff, R. M., Hirsh-Pasek, K., Bloom, L., Smith, L., Woodward, A., Akhtar, N., Tomasello, M. & Hollich, G. (eds.), Becoming a Word Learner: A Debate on Lexical Acquisition (pp. 115–35). New York: Oxford University Press.Google Scholar
Aksu-Koç, A. (1988). The Acquisition of Aspect and Modality: The Case of Past Reference in Turkish. Cambridge University Press.CrossRefGoogle Scholar
Aksu-Koç, A., & Slobin, D. I. (1985). The acquisition of Turkish. In Slobin, D. I. (ed.), The Cross-linguistic Study of Language Acquisition (vol. 1 pp. 839–78). Hillsdale, NJ: Erlbaum.Google Scholar
Aksu-Koç, A., & von Stutterheim, C. (1994). Temporal relations in narrative: Simultaneity. In Berman, R. A. & Slobin, D. I. (eds.), Relating Events in Narrative: A Crosslinguistic Developmental Study (pp. 393456). Hillsdale, NJ: Erlbaum.Google Scholar
Al Otaiba, S. & Fuchs, D. (2006). Who are the young children for whom best practices in reading are ineffective: An experimental and longitudinal study. Journal of Learning Disabilities, 39, 414–31.CrossRefGoogle Scholar
Al Otaiba, S., Puranik, C. S., Rouby, D. A., Greulich, L., Sidler, J. F., & Lee, J. (2010). Predicting kindergarteners’ end-of-year spelling ability based on their reading, alphabetic, vocabulary, and phonological awareness skills, as well as prior literacy experiences. Learning Disability Quarterly, 33(3), 171–83.CrossRefGoogle Scholar
Alarcon, M., Abrahams, B. S., Stone, J. L., Duvall, J. A., Perederiy, J. V., Bomar, J. M., & Geschwind, D. H. (2008). Linkage, association, and gene-expression analyses identify CNTNAP2 as an autism-susceptibility gene. The American Journal of Human Genetics, 82, 150–9.CrossRefGoogle ScholarPubMed
Albareda-Castellot, B., Pons, F., & Sebastián-Gallés, N. (2011). The acquisition of phonetic categories in bilingual infants: New data from an anticipatory eye movement paradigm. Developmental Science, 14, 395401.CrossRefGoogle ScholarPubMed
Alcock, K. J., Rimba, K., & Newton, C. R. J. C. (2012). Early production of the passive in two Eastern Bantu languages. First Language, 32, 459–78.CrossRefGoogle ScholarPubMed
Aljenaie, K. (2010). Verbal inflection in the acquisition of Kuwaiti Arabic. Journal of Child Language, 37(4), 841–63.CrossRefGoogle ScholarPubMed
Allen, G. D., & Hawkins, S. (1978). The development of phonological rhythm. In Bell, A. & Hooper, J. B. (eds.), Syllables and Segments (pp. 173–85). Amsterdam: North-Holland.Google Scholar
Allen, G. D., & Hawkins, S. (1980). Phonological rhythm: Definition and development. In Yeni-Komshian, G., Kavanagh, J. S. & Ferguson, C. A. (eds.), Child Phonology (vol. 1, pp. 227–56). New York: Academic Press.Google Scholar
Allen, M., Kertoy, M., Sherblom, J., & Pettit, J. (1994). Children’s narrative productions: Comparison of personal events and fictional stories. Applied Psycholinguistics 15, 149–76.CrossRefGoogle Scholar
Allen, M. L., Haywood, S., Rajendran, G., & Branigan, H. (2011). Evidence for syntactic alignment in children with autism. Developmental Science, 14(3), 540–48.CrossRefGoogle ScholarPubMed
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, 1423.CrossRefGoogle ScholarPubMed
Allen, S. E. M. (2000). A discourse-pragmatic explanation for argument representation in child Inuktitut. Linguistics, 38, 483521.CrossRefGoogle Scholar
Allen, S. E. M. (2007). Interacting pragmatic influences on children’s argument realization. In Bowerman, M. & Brown, P. (eds.), Crosslinguistic Perspectives on Argument Structure: Implications for Learnability (pp. 191210). Mahwah, NJ: Erlbaum.Google Scholar
Allen, S. E. M. (2013). The acquisition of ergativity in Inuktitut. In Bavin, E. L. & Stoll, S. (eds.), The Acquisition of Ergativity (pp. 71106). Amsterdam: Benjamins.CrossRefGoogle Scholar
Allen, S. E. M., & Crago, M. (1996). Early passive acquisition in Inuktitut. Journal of Child Language, 23, 129–55.CrossRefGoogle ScholarPubMed
Allen, S. E. M., & Dench, C. (in press). Calculating mean length of utterance for Eastern Canadian Inuktitut. First Language, DOI: 10.1177/0142723715596648.
Allen, S. E. M., Hughes, M. E., & Skarabela, S. (in press). The role of cognitive accessibility in children’s referential choice. In Serratrice, L. & Allen, S. E. M. (eds.), The Acquisition of Reference. Amsterdam: Benjamins.
Allen, S. E. M., & Schröder, H. (2003). Preferred Argument Structure in early Inuktitut spontaneous speech data. In Du Bois, J. W., Kumpf, L. E., & Ashby, W. J. (eds.), Preferred Argument Structure: Grammar as Architecture for Function (pp. 301–38). Amsterdam: Benjamins.Google Scholar
Allen, S. E. M., Özyürek, A., Kita, S., Brown, A., Furman, R., Ishizuka, T., & Fujii, M. (2007). Language-specific and universal influences in children’s syntactic packaging of manner and path: A comparison of English, Japanese, and Turkish. Cognition, 102, 1648.CrossRefGoogle ScholarPubMed
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, 419–39.CrossRefGoogle Scholar
Alloway, T. P. (2007). The Automated Working Memory Assessment. London: Harcourt Assessment.Google Scholar
Alloway, T. P., Gathercole, S. E., Adams, A. M., Willis, C., Eaglen, R., & Lamont, E. (2005). Working memory and phonological awareness as predictors of progress towards early learning goals at school entry. British Journal of Developmental Psychology, 23, 417–26.CrossRefGoogle Scholar
Alloway, T. P., Gathercole, S. E., Willis, C., & Adams, A. M. (2004). A structural analysis of working memory and related cognitive skills in early childhood. Journal of Experimental Child Psychology, 87, 85106.CrossRefGoogle Scholar
Altmann, G., & Kamide, Y. (1999). Incremental interpretation at verbs: restricting the domain of subsequent reference. Cognition, 73(3), 247–64.CrossRefGoogle ScholarPubMed
Altmann, G., & Steedman, M. (1988). Interaction with context during human sentence processing. Cognition, 30, 191238.CrossRefGoogle ScholarPubMed
Ambridge, B. (2012). Assessing grammatical knowledge (with special reference to the graded grammaticality judgment paradigm). In Hoff, E. (ed.), Guide to Research Methods in Child Language (pp. 113–32). Oxford: Wiley-Blackwell.Google Scholar
Ambridge, B., & Lieven, E. (2011). Child Language Acquisition: Contrasting Theoretical Approaches. New York: Cambridge University Press.CrossRefGoogle Scholar
Ambridge, B., Pine, J. M., & Lieven, E. V. M. (2014). Child language acquisition: Why universal grammar doesn’t help. Language, 90(3), e53e90.CrossRefGoogle Scholar
Ambridge, B., Pine, J. M., & Rowland, C. F. (2012a). Semantics versus statistics in the retreat from locative overgeneralisation errors. Cognition, 123, 260–79.CrossRefGoogle Scholar
Ambridge, B., Pine, J. M., Rowland, C. F., & Chang, F. (2012b). The roles of verb semantics, entrenchment and morphophonology in the retreat from dative argument structure overgeneralization errors. Language, 88, 4581.CrossRefGoogle Scholar
Ambridge, B., Pine, J. M., Rowland, C. F., & Clark, V. (2011). Children use verb semantics to retreat from overgeneralization errors: A novel verb grammaticality judgment study. Cognitive Linguistics, 22, 303–23.CrossRefGoogle Scholar
Ambridge, B., Pine, J. M., Rowland, C. F., Freudenthal, D., & Chang, F. (2014). Avoiding dative overgeneralization errors: Semantics, statistics, or both? Language, Cognition and Neuroscience, 29, 218–43.CrossRefGoogle Scholar
Ambridge, B., Pine, J. M., Rowland, C. F., & Young, C. R. (2008). The effect of verb semantic class and verb frequency (entrenchment) on children’s and adults’ graded judgements of argument-structure overgeneralization errors. Cognition, 106, 87129.CrossRefGoogle Scholar
Ambridge, B., & Rowland, C. (2013). Experimental methods in studying child language acquisition. Wiley Interdisciplinary Reviews: Cognitive Science, 4, 149–68.Google ScholarPubMed
Ambridge, B., Rowland, C. F., & Pine, J. M. (2008). Is structure dependence an innate constraint? New experimental evidence from children’s complex-question production. Cognitive Science, 32, 222–55.CrossRefGoogle ScholarPubMed
Ambridge, B., Rowland, C., Theakston, A., & Tomasello, M. (2006). Comparing different accounts of auxiliary inversion errors. Journal of Child Language, 33, 519–57.Google ScholarPubMed
Ameel, E., Malt, B. C., & Storms, G. 2008. Object naming and later lexical development: From baby bottle to beer bottle. Journal of Memory and Language, 58, 262–85.CrossRefGoogle Scholar
American Academy of Pediatrics, 2004. Clinical practice guideline: Otis media with effusion. Pediatrics, 113, 1412–29.
American Psychiatric Association (2013). Diagnostic and Statistical Manual of Mental Disorders, 5th edn. Arlington, VA: American Psychiatric Publishing.PubMed
Andersen, E. S. (1975). Cups and glasses: learning that boundaries are vague. Journal of Child, Language 2, 79103.CrossRefGoogle Scholar
Andersen, E. (2000). Exploring register knowledge: The value of ‘controlled improvisation.’ In Menn, L. & Ratner, N. B. (eds.), Methods for Studying Language Production (pp. 225–48). Mahwah, NJ: Erlbaum.Google Scholar
Andersen, E. S., Dunlea, A., & Kekelis, L. S. (1984). Blind children’s language: Resolving some differences. Journal of Child Language, 11, 645–64.CrossRefGoogle ScholarPubMed
Anderson, D. & Reilly, J. (1997). The puzzle of negation: How children move from communicative to grammatical negation in ASL. Applied Psycholinguistics 18, 411–29.CrossRefGoogle Scholar
Anderson, D. & Reilly, J. (2002). The MacArthur Communicative Development Inventory: Normative Data for American Sign Language. Journal of Deaf Studies and Deaf Education 7, 83106.CrossRefGoogle ScholarPubMed
Anderson, J. L., Morgan, J. L., & White, K. S. (2003). A statistical basis for speech sound discrimination. Language and Speech, 46, 155–82.CrossRefGoogle ScholarPubMed
Anderson, M. (2010). Neural reuse: A fundamental organizational principle of the brain. Behavioral and Brain Sciences, 33, 245313.CrossRefGoogle Scholar
Anderssen, M., Rodina, Y., Mykhaylyk, R., & Fikkert, P. (2014). The acquisition of the dative alternation in Norwegian. Language Acquisition, 21, 72102.CrossRefGoogle Scholar
Andrews, A. (1985). Studies in the Syntax of Relative and Comparative Clauses. New York: Garland.Google Scholar
Antinucci, F., & Miller, R. (1976). How children talk about what happened. Journal of Child Language, 3, 167–89.CrossRefGoogle Scholar
Antoniou, M., Best, C. T., Tyler, M. D., & Kroos, C. (2011). Inter-language interference in VOT production by L2-dominant bilinguals: Asymmetries in phonetic code-switching. Journal of Phonetics, 39, 558–70.CrossRefGoogle Scholar
Apfelbaum, K., & McMurray, B. (2011). Using variability to guide dimensional weighting: Associative mechanisms in early word learning. Cognitive Science, 35, 1105–38.CrossRefGoogle Scholar
Appel, R., & Muysken, P. (1987). Language contact and bilingualism. London: Arnold.Google Scholar
Aram, D. M., Meyers, S. C., & Ekelman, B. L. (1990). Fluency of conversational speech in children with unilateral brain lesions. Brain and Language, 38, 105–21.CrossRefGoogle ScholarPubMed
Archer, S. L. & Curtin, S.L. (2011). Perceiving onset clusters in infancy. Infant Behavior and Development, 34(4), 534–40.CrossRefGoogle ScholarPubMed
Archer, S. L., Ference, J. D., & Curtin, S. L. (2013). Now you hear it: Fourteen-month-olds succeed at learning minimal pairs in stressed syllables. Journal of Cognition and Development, 15(1), 110–22.Google Scholar
Archibald, J. (ed.) (1995). The Acquisition of Non-linear Phonology. Hillsdale, NJ: Erlbaum.Google Scholar
Archibald, L. M. D., & Gathercole, S. E. (2006a). Nonword repetition: A comparison of tests. Journal of Speech, Language, and Hearing Research, 49, 970–83.CrossRefGoogle Scholar
Archibald, L. M. D., & Gathercole, S. E. (2006b). Short-term and working memory in specific language impairment. International Journal of Language and Communication Disorders, 41, 675–93.CrossRefGoogle ScholarPubMed
Archibald, L. M. D., & Gathercole, S. E. (2006c). Visuospatial immediate memory in specific language impairment. Journal of Speech, Language, and Hearing Research, 49, 265–77.CrossRefGoogle ScholarPubMed
Archibald, L. M. D., & Gathercole, S. E. (2007a). The complexities of complex memory span: Storage and processing deficits in specific language impairment. Journal of Memory and Language, 57, 177–94.CrossRefGoogle Scholar
Archibald, L. M. D., & Gathercole, S. E. (2007b). Nonword repetition and serial recall: Equivalent measures of verbal short-term memory. Applied Psycholinguistics, 28, 587606.CrossRefGoogle Scholar
Archibald, L. M. D., & Gathercole, S. E. (2007c). Nonword repetition in specific language impairment: More than a phonological short-term memory deficit. Psychonomic Bulletin and Review, 14, 919–24.CrossRefGoogle ScholarPubMed
Archibald, L. M. D., & Joanisse, M. F. (2009). On the sensitivity and specificity of nonword repetition and sentence recall to language and memory impairments in children. Journal of Speech, Language, and Hearing Research, 52, 899914.CrossRefGoogle ScholarPubMed
Archibald, L. M. D., & Joanisse, M. F. (2012). Atypical neural responses to phonological detail in children with developmental language impairments. Developmental Cognitive Neuroscience, 2, 139–51.CrossRefGoogle ScholarPubMed
Archibald, L. M. D., & Joanisse, M. F. (2013). Domain-specific and domain-general constraints on word and sequence learning. Memory and Cognition, 41, 268–80.CrossRefGoogle ScholarPubMed
Archibald, L. M. D., Joanisse, M. F., & Edmunds, A. (2011). Specific language or working memory impairments: A small scale observational study. Child Language Teaching and Therapy, 27, 294312.CrossRefGoogle Scholar
Archibald, L. M. D., Joanisse, M. F., & Munson, B. (2013). Motor control and nonword repetition in specific working memory impairment and SLI. Topics in Language Disorders, 33, 255–67.CrossRefGoogle ScholarPubMed
Arciuli, J., & Cupples, L. (2006). The processing of lexical stress during visual word recognition: Typicality effects and orthographic correlates. The Quarterly Journal of Experimental Psychology, 59, 920–48.Google ScholarPubMed
Arciuli, J., & Paul, R. (2012). Sensitivity to probabilistic orthographic cues to lexical stress in adolescent speakers with autism spectrum disorder and typical peers. The Quarterly Journal of Experimental Psychology, 65, 1288–95.Google ScholarPubMed
Arciuli, J., & Simpson, I. C. (2012). Statistical learning is lasting and consistent over time. Neuroscience Letters, 517, 133–5.CrossRefGoogle ScholarPubMed
Ariel, M. (2001). Accessibility theory: An overview. In Sanders, T. J. M., Schilperoord, J. & Spooren, W. (eds.), Text Representation (pp. 2987). Amsterdam: Benjamins.CrossRefGoogle Scholar
Arnold, J. E. (2008). THE BACON not the bacon: How children and adults understand accented and unaccented noun phrases. Cognition, 108(1), 6999.CrossRefGoogle Scholar
Arnold, J. E., Bennetto, L., & Diehl, J. J. (2009). Reference production in young speakers with and without autism: Effects of discourse status and processing constraints. Cognition, 110(2), 131–46.CrossRefGoogle ScholarPubMed
Arnon, I. (2010). Rethinking child difficulty: The effect of NP type on children’s processing of relative clauses in Hebrew. Journal of Child Language, 37(01), 2757.CrossRefGoogle ScholarPubMed
Arnon, I., & Clark, E. V. (2011). Why Brush your teeth is better than Teeth – Children’s word production is facilitated in familiar sentence-frames. Language Learning and Development, 7, 107–29.CrossRefGoogle Scholar
Aro, M. (2006). Learning to read: The effect of ortography. In Joshi, R. M. & Aaron, P. G. (eds.), Handbook of Orthography and Literacy (pp. 531–50). Mahwah, NJ: Erlbaum.Google Scholar
Aronsson, K. (2011). Language socialization and verbal play. In Duranti, E., Ochs, E., & Schieffelin, B. (eds.), The Handbook of Language Socialization (pp. 464–83). Malden, MA: Blackwell.Google Scholar
Aronsson, K., & Thorell, M. (2002). Voice and collusion in adult-child talk: Toward an architecture of intersubjectivity. In Blum-Kulka, S. & Snow, C. (eds.), Talking to Adults: The Contribution of Multi-party Discourse to Language Acquisition (pp. 277–93). Mahwah, NJ: Erlbaum.Google Scholar
Arunachalam, S., Escovar, E., Hansen, M., & Waxman, S. R. (2013). Out of sight, but not out of mind: 21-month-olds use syntactic information to learn verbs even in the absence of a corresponding event. Language and Cognitive Processes, 27, 417–25.Google Scholar
Arunachalam, S., Gould, D., Andersen, E., Byrd, D., & Narayanan, S. (2001). Politeness and frustration language in child–machine interactions. Paper presented at the 7th European Conference on Speech Communication and Technology, Aalborg, Denmark, September.
Arunachalam, S., Leddon, E. M., Song, H., Lee, Y., & Waxman, S. (2013). Doing more with less: Verb learning in Korean-Acquiring 24-month-olds. Language Acquisition, 20, 292304.CrossRefGoogle ScholarPubMed
Arunachalam, S., & Waxman, S. R. (2010). Meaning from syntax: Evidence from 2-year-olds. Cognition, 114, 442–6.CrossRefGoogle ScholarPubMed
Arunachalam, S., & Waxman, S. R. (2011). Grammatical form and semantic context in verb learning. Language Learning and Development, 7, 169–84.CrossRefGoogle ScholarPubMed
Aslin, R. N. & Pisoni, D. B. (1980). Some developmental processes in speech perception. In Yeni-Komshian, GH, Kavanagh, J. and Ferguson, C. (eds.) Child Phonology, vol. 2: Perception (pp. 6796), New York: Academic Press.Google Scholar
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(4),1135–45.CrossRefGoogle ScholarPubMed
Aslin, R. N., Saffran, J. R., & Newport, E. L. (1998). Computation of conditional probability statistics by 8-month-old infants. Psychological Science, 9, 321–4.CrossRefGoogle Scholar
Au, T. K., & Glusman, M. (1990). The principle of mutual exclusivity in word learning: To honor or not to honor? Child Development, 61, 1474–90.CrossRefGoogle ScholarPubMed
Aunola, K., Leskinen, E., Onatsu-Arvilommi, T., & Nurmi, J.-E. (2002). Three methods for studying developmental change: A case of reading skills and self-concept. British Journal of Educational Psychology, 72, 343–64.CrossRefGoogle ScholarPubMed
Austin, J. (2012). The case-agreement hierarchy in acquisition: Evidence from children learning Basque. Lingua 122, 289302.CrossRefGoogle Scholar
Austin, J. (2013). Ergativity in child Basque. In Bavin, E. L. & Stoll, S. (eds.), The Acquisition of Ergativity (pp. 3570). Amsterdam: Benjamins.CrossRefGoogle Scholar
Austin, J. L. (1975). How to do Things with Words. Cambridge, MA: Harvard University Press.CrossRefGoogle Scholar
Baayen, R. H., Piepenbrock, R., & Van Rijn, H. (1993). The CELEX lexical data base on CD-ROM. Philadephia, PA: Linguistic Data Consortium. Bayeeb.Google Scholar
Bach, S., Richardson, U., Brandeis, D., Martin, E., & Brem, S. (2013). Print-specific multimodal brain activation in kindergarten improves prediction of reading skills in second grade. NeuroImage, 82, 605–15.CrossRefGoogle ScholarPubMed
Badcock, N. A., Bishop, D. V., Hardiman, M. J., Barry, J. G., & Watkins, K. E. (2012). Co-localisation of abnormal brain structure and function in specific language impairment. Brain and Language, 120, 310–20.CrossRefGoogle ScholarPubMed
Baddeley, A. D. (1986). Working Memory. New York: Oxford University Press.Google ScholarPubMed
Baddeley, A. D. (2003). Working memory and language: An overview. Journal of Communication Disorders, 36, 189208.CrossRefGoogle ScholarPubMed
Baddeley, A. D., & Hitch, G. J. (1974). Working memory. The Psychology of Learning and Motivation, 8, 4789.CrossRefGoogle Scholar
Bailey, S., Swett, K., Burns, S., Sefcik, A., Barquero, L., & Cutting, L. E. (2014). Expository text comprehension and executive function: An fMRI study of adolescent reading. Poster presented at the Cognitive Neuroscience Society, Boston, MA, April.
Bailey, T., & Plunkett, K. (2002). Phonological specificity in early words. Cognitive Development, 17, 1267–84.CrossRefGoogle Scholar
Baird, G., Dworzynski, K., Slonims, V., & Simonoff, E. (2010). Memory impairment in children with language impairment. Developmental Medicine and Child Neurology, 52, 535–40.CrossRefGoogle ScholarPubMed
Baker, C. L. (1979). Syntactic theory and the projection problem. Linguistic Inquiry, 10, 533–81.Google Scholar
Baker, C. I., Olson, C. R., & Behrmann, M. (2004). Role of attention and perceptual grouping in visual statistical learning. Psychological Science, 15, 460–6.CrossRefGoogle ScholarPubMed
Baker, M. (1988). Incorporation: A Theory of Grammatical Function Changing. University of Chicago Press.Google Scholar
Baker, N. D., & Nelson, K. E. (1984). Recasting and related conversational techniques for triggering syntactic advances by young children. First Language, 5, 322.CrossRefGoogle Scholar
Balaban, M. T., & Waxman, S. R. (1997). Do words facilitate object categorization in 9-month-old infants? Journal of Experimental Child Psychology, 64, 326.CrossRefGoogle ScholarPubMed
Baldwin, D. A. (1991). Infants’ contribution to the achievement of joint reference. Child Development, 62, 874–90.CrossRefGoogle ScholarPubMed
Baldwin, D. A. (1993). Infants’ ability to consult the speaker for clues to word reference. Journal of Child Language, 20, 395418.CrossRefGoogle ScholarPubMed
Baldwin, D., Andersson, A., Saffran, J., & Meyer, M. (2008). Segmenting dynamic human action via statistical structure. Cognition, 106, 13821407.CrossRefGoogle Scholar
Baldwin, D. A., Baird, J. A., Saylor, M. M., & Clark, M. A. (2001). Infants parse dynamic action. Child Development, 72, 708–17.CrossRefGoogle ScholarPubMed
Baldwin, D. A., & Meyer, M. (2007). How inherently social is language? In Hoff, E. & Shatz, M. (eds.), Blackwell Handbook of Language Development (pp. 87106). Malden, MA: Blackwell.CrossRefGoogle Scholar
Ballem, K. D. & Plunkett, K. (2005). Phonological specificity in children at 1;2. Journal of Child Language, 32, 159–73.CrossRefGoogle ScholarPubMed
Bamberg, M. G. W. (1986). A functional approach to the acquisition of anaphoric relationships. Linguistics, 24, 227–84.CrossRefGoogle Scholar
Bamberg, M. G. W. (1987). The Acquisition of Narratives: Learning to Use Language. Berlin: Mouton de Gruyter.CrossRefGoogle Scholar
Bannard, C., & Lieven, E. (2012). Formulaic language in L1 acquisition. Annual Review of Applied Linguistics, 32, 316.CrossRefGoogle Scholar
Bannard, C., Lieven, E., & Tomasello, M. (2009). Modeling children’s early grammatical knowledge. Proceedings of the National Academy of Sciences, 106, 17284–9.CrossRefGoogle ScholarPubMed
Bar, M., & Bubic, A. (2014). Top-down effects in visual perception. In Ochsner, K. N. & Kosslyn, S. (eds.), The Oxford Handbook of Cognitive Neuroscience, vol. 1: Core Topics (pp. 6073). Oxford University Press.Google Scholar
Barac, R., & Bialystok, E. (2011). Cognitive development of bilingual children. Language Teaching, 44, 3654.CrossRefGoogle Scholar
Barac, R., & Bialystok, E. (2012). Bilingual effects on cognitive and linguistic development: Role of language, cultural background, and education. Child Development, 83, 413–22.Google Scholar
Barak, L., Fazly, A., & Stevenson, S. (2014). Learning verb classes in an incremental model. In Proceedings of the ACL Workshop on Cognitive Modeling and Computational Linguistics (CMCL) (pp. 3745). Stroudsburg, PA: Association for Computational Linguistics.CrossRefGoogle Scholar
Barlow, J. A. (1997). A constraint-based account of syllable onsets: Evidence from developing systems. Unpublished PhD dissertation, Indiana University.
Barlow, J. A. (2001). The structure of /s/-sequences: Evidence from a disordered system. Journal of Child Language, 28, 291–24.CrossRefGoogle Scholar
Barnes, E., Roberts, J., Long, S., Martin, G., Berni, M., Mandulak, K., & Sideris, J. (2009). Phonological accuracy and intelligibility in connected speech of boys with Fragile X syndrome and Down syndrome. Journal of Speech Language and Hearing Research, 52, 1048–61.CrossRefGoogle ScholarPubMed
Barquero, L. A., Davis, N., & Cutting, L. E. (2014). Neuroimaging of reading intervention: A systematic review and activation likelihood estimate meta-analysis. PloS One, 9, e83668.CrossRefGoogle ScholarPubMed
Barrett, H. C., & Kurzban, R. (2006). Modularity in cognition: Framing the debate. Psychological Review, 113, 628–47.CrossRefGoogle ScholarPubMed
Bartak, L., Rutter, M., & Cox, A. (1975). A comparative study of infantile autism and specific development receptive language disorder. I. The children. British Journal of Psychiatry, 126, 127–45.CrossRefGoogle Scholar
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 and Childhood Schizophrenia, 7, 383–96.CrossRefGoogle ScholarPubMed
Bartlett, C. W., Flax, J. F., Logue, M. W., Vieland, V. J., Bassett, A. S., Tallal, P., & Brzustowicz, L. M. (2002). A major susceptibility locus for specific language impairment is located on 13q21. American Journal of Human Genetics, 71, 4555.CrossRefGoogle Scholar
Bartolucci, G., Pierce, S. J., & Streiner, K. (1980). Cross-sectional studies of grammatical morphemes in autistic and mentally retarded children. Journal of Autism and Developmental Disorders, 10(1), 3949.CrossRefGoogle ScholarPubMed
Barton, M., & Tomasello, M. (1991). Joint attention and conversation in mother–infant–sibling triads. Child Development, 62, 517–29.CrossRefGoogle Scholar
Barton, M., & Tomasello, M. (1994). The rest of the family: The role of fathers and siblings in early language development. In Gallaway, C. & Richards, B. (eds.), Input and Interaction in Language Acquisition (pp. 109–34). Cambridge University Press.Google Scholar
Bates, E. (1976). Language and Context: The Acquisition of Pragmatics. New York: Academic Press.Google Scholar
Bates, E. (1979). The Emergence of Symbols: Cognition and Communication in Infancy. New York: Academic Press.Google Scholar
Bates, E. (1993). Modularity, domain specificity and the development of language. Discussions in Neuroscience, 10, 136–48.Google Scholar
Bates, E., Benigni, L., Bretherton, I., Camaioni, L., & Volterra, V. (1979). The Emergence of Symbols: Cognition and Communication in Infancy. New York: Academic Press.Google Scholar
Bates, E., Bretherton, I., & Snyder, L. (1988). From First Words to Grammar: Individual Differences and Dissociable Mechanisms. Cambridge University Press.Google Scholar
Bates, E., & Goodman, J. C. (1999). On the emergence of grammar from the lexicon. In MacWhinney, B. (ed.), The Emergence of Language (pp. 2979) Mahwah, NJ: Erlbaum.Google Scholar
Bates, E., & MacWhinney, B. (1987). Competition, variation and language learning. In MacWhinney, B. (ed.), Mechanisms of Language Acquisition (pp. 157–93). New York: Springer.Google ScholarPubMed
Bates, E., & MacWhinney, B. (1989). Functionalism and the Competition Model. In MacWhinney, B. & Bates, E. (eds.), The Cross-linguistic Study of Sentence Processing (pp. 373). Cambridge University Press.Google ScholarPubMed
Bates, E., MacWhinney, B., Caselli, C., Devescovi, A., Natale, F., and Venza, V. (1984). A cross-linguistic study of the development of sentence interpretation strategies. Child Development, 55, 341–54.CrossRefGoogle ScholarPubMed
Bates, E., Marchman, V., Thal, D., Fenson, L., Dale, P., Reznick, J. S., … & Hartung, J. (1994). Developmental and stylistic variation in composition of early vocabulary. Journal of Child Language, 21, 85–23.CrossRefGoogle ScholarPubMed
Bates, E., McNew, S., MacWhinney, B., Devescovi, A., & Smith, S. (1982). Functional constraints on sentence processing: A cross-linguistic study. Cognition, 11, 245–99.CrossRefGoogle ScholarPubMed
Battison, R. (1978). Lexical borrowing in American Sign Language. Silver Spring: Linstok Press.Google Scholar
Bauer, P. J., & Zelazo, P. D. (2013). IX. NIH toolbox cognition battery (cb): summary, conclusions, and implications for cognitive development. Monographs of the Society for Research in Child Development, 78(4), 133–46.CrossRefGoogle ScholarPubMed
Bavin, E. L. (2000). Ellipsis in Warlpiri children’s narratives: An analysis of Warlpiri frog stories. Linguistics, 38, 569–89.CrossRefGoogle Scholar
Bavin, E. L. (2013). The acquisition of ergative case in Warlpiri. In Bavin, E. L. & Stoll, S. (eds.), The Acquisition of Ergativity (pp. 107–33). Amsterdam: Benjamins.CrossRefGoogle Scholar
Bavin, E. L., & Bretherton, L. (2013). The Early Language in Victoria Study: Late talkers, predictors, and outcomes. In Rescorla, L. & Dale, P. S. (eds.), Late Talkers: Language Development Interventions, and Outcomes (pp. 321). Baltimore: Paul Brooks.Google Scholar
Bavin, E. L., & Growcott, C. (1999). Infants of 24–30 months understand verb frames. In Perkins, M. & Howard, S. (eds.), New Directions in Language Development and Disorders (pp. 169–77). New York: Kluwer.Google Scholar
Bavin, E. L., Kidd, E., Prendergast, L., Baker, E., Dissanayake, C., & Prior, M. (2014). Severity of autism is related to children’s language processing. Autism Research, 7, 687–94.CrossRefGoogle ScholarPubMed
Bavin, E. L., & Stoll, S. (eds.). (2013). The Acquisition of Ergativity. Amsterdam: Benjamins.CrossRefGoogle Scholar
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, 319–32.CrossRefGoogle ScholarPubMed
Bayles, K. A. (2003). Effects of working memory deficits on the communicative functioning of Alzheimer’s dementia patients. Journal of Communication Disorders, 36, 209–19.CrossRefGoogle ScholarPubMed
Bayliss, D. M., Jarrold, C., Gunn, D. M., & Baddeley, A. D. (2003). The complexities of complex span: Explaining individual differences in working memory in children and adults. Journal of Experimental Psychology: General, 132, 71.CrossRefGoogle ScholarPubMed
Bazzanella, C., & Calleri, D. (1991). Tense coherence and grounding in children’s narratives. Text, 11, 175–87.CrossRefGoogle Scholar
Bechtel, W., & Abrahamsen, A. (2002). Connectionism and the Mind: Parallel Processing, Dynamics, and Evolution in Networks, 2nd edn. Oxford: Blackwell.Google Scholar
Beck, I., Perfetti, C., & McKeown, M. (1982). The effects of long-term vocabulary instruction on lexical access and reading comprehension. Journal of Educational Psychology, 74, 506–21.CrossRefGoogle Scholar
Beckage, N., Smith, L., & Hills, T. 2011. Small worlds and semantic network growth in typical and late talkers. PLoS One, 6(5): e19348. doi:10.1371/journal.pone.0019348CrossRefGoogle ScholarPubMed
Becker, J. (1982). Children’s strategic use of requests to mark and manipulate social status. In Kuczaj, S. (ed.), Language Development: Language, Thought, and Culture (pp. 135). Hillsdale, NJ: Erlbaum.Google Scholar
Becker, J. (1984). Implications of ethology for the study of pragmatic development. In Kuczaj, S. (ed.), Discourse Development (pp. 117). New York: Springer.Google Scholar
Becker, J. (1988). The success of parents’ indirect techniques for teaching their preschoolers pragmatic skills. First Language, 8, 173–81.CrossRefGoogle Scholar
Becker, J. (1990). Processes in the acquisition of pragmatic competence. In Conti-Ramsden, G. & Snow, C. (eds.), Children’s Language, vol. 7 (pp. 724). Hillsdale, NJ: Erlbaum.Google Scholar
Becker, J. (1994). Pragmatic socialization: Parental input to preschoolers. Discourse Processes, 17, 131–48.CrossRefGoogle Scholar
Becker, J., & Hall, M. (1989). Adult beliefs about pragmatic development. Journal of Applied Developmental Psychology, 10, 117.CrossRefGoogle Scholar
Becker, J., Place, K., Tenzer, S., & Frueh, C. (1991). Teachers’ impressions of children varying in pragmatic skills. Journal of Applied Developmental Psychology, 12, 397412.CrossRefGoogle Scholar
Becker, M. (2000). The development of the copula in Child English: The lightness of be. Unpublished PhD dissertation, UCLA.
Becker, M. (2014). The Acquisition of Syntactic Structure: Animacy and Thematic Alignment. Cambridge University Press.CrossRefGoogle Scholar
Bedford, R., Gliga, T., Frame, K., Hudry, K., Chandler, S., Johnson, M. H., & Charman, T. (2013). Failure to learn from feedback underlies word learning difficulties in toddlers at risk for autism. Journal of Child Language, 40(1),2946.CrossRefGoogle ScholarPubMed
Bedore, L., & Leonard, L. (1998). Specific language impairment and grammatical morphology: A discriminant function analysis. Journal of Speech, Language, and Hearing Research, 41, 1185–92.CrossRefGoogle Scholar
Bedore, L., & Leonard, L. (2001). Grammatical morphology deficits in Spanish-speaking children with specific language impairment. Journal of Speech, Language, and Hearing Research, 44, 905–24.CrossRefGoogle ScholarPubMed
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, 195225.CrossRefGoogle Scholar
Bedore, L. M., & Peña, E. D. (2008). Assessment of bilingual children for identification of language impairment: Current findings and implications for practice. International Journal of Bilingual Education and Bilingualism, 11, 129.CrossRefGoogle Scholar
Behne, T., Carpenter, M., & Tomasello, M. (2005). One-year-olds comprehend the communicative intentions behind gestures in a hiding game. Developmental Science, 8, 492–9.CrossRefGoogle Scholar
Behne, T., Liszkowski, U., Carpenter, M., & Tomasello, M. (2012). Twelve-month-olds’ comprehension and production of pointing. British Journal of Developmental Psychology, 30, 359–75.CrossRefGoogle ScholarPubMed
Behrens, H. (2002). Learning multiple regularities: Evidence from overgeneralization errors in the German plural. In Do, A. H.-J., Domínguez, L. & Johansen, A. (eds.), Proceedings of the 26th Annual Boston University Conference on Language Development (pp. 6171). Somerville, MA: Cascadilla Press.Google Scholar
Behrens, H. (2011). Cues to form and function in the acquisition of German number and case inflection. In Clark, E. V. & Arnon, I. (eds.), Experience, Variation, and Generalization: Learning a First Language (pp. 3551). Amsterdam and Philadelphia: Benjamins.CrossRefGoogle Scholar
Beilin, H. & Lust, B. (1975). Connectives: Logical, linguistic and psychological theory (pp. 158–217), A study of the development of logical and linguistic connectives: Linguistic data (pp. 218–84), A study of the development of logical and linguistic connectives: Cognitive data and summary (pp. 285–37). In Beilin, H. (ed.), Studies in the Cognitive Basis of Language Development. New York: Academic Press.Google Scholar
Beitchman, J. H. (1996). Language, Learning, and Behavior Disorders: Developmental, Biological, and Clinical Perspectives. Cambridge University Press.Google Scholar
Beitchman, J. H., Brownlie, E. B., Inglis, J., Wild, J., Ferguson, B., & Schachter, D. (1996). Seven year follow-up of speech/language impaired and control children: Psychiatric outcome. Journal of Child Psychology and Psychiatry, 37, 961–70.CrossRefGoogle ScholarPubMed
Beitchman, J. H., Nair, R., Clegg, M., Ferguson, B., & Patel, P. G. (1986). Prevalence of psychiatric disorders in children with speech and language disorders. Journal of the American Academy of Child and Adolescent Psychiatry, 25, 528–35.Google ScholarPubMed
Bekken, K. (1989). Is there ‘Motherese’ in gesture? Unpublished PhD dissertation, University of Chicago.
Bélanger, J., & Hall, D. G. (2006). Learning proper names and count nouns: Evidence from 16- and 20-month-olds. Journal of Cognition and Development, 7, 4572.CrossRefGoogle Scholar
Bellugi, U., Bihrle, A., Jernigan, T., Trauner, D., & Doherty, S. (1990). Neuropsychological, neurological, and neuroanatomical profile of Williams Syndrome. American Journal of Medical Genetics Supplement, 6, 115–25.Google ScholarPubMed
Bellugi, U., Bihrle, A., Neville, H., Doherty, S., & Jernigan, T. (1992). Language, cognition, and brain organization in a neurodevelopmental disorder. In Gunnar, M. & Nelson, C. (eds.), Developmental Behavioral Neuroscience: The Minnesota Symposia on Child Psychology, vol. 24 (pp. 201–32). Hillsdale, NJ: Erlbaum.Google Scholar
Bellugi, U., Bihrle, A., Neville, H., Jernigan, T., & Doherty, S. (1992). Language, cognition, and brain organization in a neurodevelopmental disorder. In Gunnar, M. R. & Nelson, C. A. (eds.), Developmental Behavioral Neuroscience (pp. 201–32). Hillsdale, NJ: Erlbaum.Google Scholar
Bellugi, U., Marks, S., Bihrle, A., & Sabo, H. (1988). Dissociation between language and cognitive functions in Williams syndrome. In Bishop, D. V. M. & Mogford, K. (eds.), Language Development in Exceptional Circumstances (pp. 177–89). London: Churchill.Google Scholar
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, 585–94.Google Scholar
Benasich, A. A., & Tallal, P. (2002). Infant discrimination of rapid auditory cues predicts later language impairment. Behavioural Brain Research, 136, 3149.CrossRefGoogle ScholarPubMed
Bencini, G. M. L., & Valian, V. (2008). Abstract sentence representation in 3-year-olds: Evidence from comprehension and production. Journal of Memory and Language, 59, 97113.CrossRefGoogle Scholar
Bennet-Kastor, N. (1983). Noun phrases and coherence in child narrative. Journal of Child Language, 10, 133–49.CrossRefGoogle Scholar
Bennett, T., Szatmari, P., Bryson, S., Duku, E., Vaccarella, L., & Tuff, L. (2013). Theory of Mind, language and adaptive functioning in ASD: A neuroconstructivist perspective. Journal of the Canadian Academy of Child and Adolescent Psychiatry, 22, 1319.Google ScholarPubMed
Ben-Shachar, M., Hendler, T., Kahn, I., Ben-Bashat, D., & Grodzinsky, Y. (2003). The neural reality of syntactic transformations evidence from functional magnetic resonance imaging. Psychological Science, 14(5), 433–40.CrossRefGoogle ScholarPubMed
Benson, M. S. (1993). 4- and 5-year olds’ narratives in pretend play and storytelling. First Language, 13, 203–24.CrossRefGoogle Scholar
Ben-Zeev, S. (1977). The influence of bilingualism on cognitive strategy and cognitive development. Child Development, 48, 1009–18.CrossRefGoogle Scholar
Bergelson, E., & Swingley, D. 2012. At 6–9 months, human infants know the meanings of many common nouns. Proceedings of the National Academy of Sciences, 109, 3253–8.CrossRefGoogle ScholarPubMed
Bergen, L., & Grodner, D.J. (2012). Speaker knowledge influences the comprehension of pragmatic inferences. Journal of Experimental Psychology: Learning, Memory, and Cognition, 38(5),1450–60.Google ScholarPubMed
Berger, J., & Cunningham, C. (1981). The development of eye contact between mothers and normal versus Down syndrome infants. Developmental Psychology, 17, 678–89.CrossRefGoogle Scholar
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, 179–91.CrossRefGoogle ScholarPubMed
Berk, S. (2003). Sensitive Period Effects on the Acquisition of Language: A Study of Language Development. Unpublished PhD Dissertation, University of Connecticut, Storrs.
Berko Gleason, J. (1958). The child’s learning of English morphology. Word, 14, 150–77.Google Scholar
Berman, J. M., Graham, S. A., Callaway, D., & Chambers, C. G. (2013). Preschoolers use emotion in speech to learn new words. Child Development, 84, 17911805.CrossRefGoogle ScholarPubMed
Berman, R. A. (1977). Natural phonological processes at the one-word stage. Lingua, 43, 121.CrossRefGoogle Scholar
Berman, R. A. (1986). A step-by-step model of language learning. In Levin, I. (ed.), Stage and Structure: Re-opening the Debate (pp. 191219). Norwood, NJ: Ablex.Google Scholar
Berman, R. A. (1988). On the ability to relate events in narratives. Discourse Processes, 11, 469–97.CrossRefGoogle Scholar
Berman, R. A. (1990). Acquiring an (S)VO language: Subjectless sentences in children’s Hebrew. Linguistics, 28, 1135–66.CrossRefGoogle Scholar
Berman, R. A. (1993). Marking verb transitivity in Hebrew-speaking children. Journal of Child Language, 20, 641–70.CrossRefGoogle ScholarPubMed
Berman, R. A. (1995). Narrative competence and storytelling performance: How children tell stories in different contexts. Journal of Narrative and Life History, 5, 285313.CrossRefGoogle Scholar
Berman, R. A. (1996). Form and function in developing narrative abilities: The case of ‘and’. In Slobin, D., Gerhardt, J., Kyratzis, A. & Guo, J. (eds.), Social Interaction, Context, and Language: Essays in Honor of Susan Ervin-Tripp (pp. 243–68). Mahwah, NJ: Erlbaum.Google Scholar
Berman, R. A. (1998). Typological perspectives on connectivity. In Dittmar, N. & Penner, Z. (eds.), Issues in the Theory of Language Acquisition (pp. 203–24). Bern: Peter Lang.Google Scholar
Berman, R. A. (2004a). Between emergence and mastery: The long developmental route of language acquisition. In Berman, R. A. (ed.), Language Development across Childhood and Adolescence (pp. 934). Amsterdam: Benjamins.CrossRefGoogle Scholar
Berman, R. A. (ed.) (2004b). Language Development across Childhood and Adolescence. Amsterdam and Philadelphia: Benjamins.CrossRefGoogle Scholar
Berman, R. A. (2005). Introduction: Developing discourse stance in different text types and languages. Journal of Pragmatics, 37, 2, 105–24.CrossRefGoogle Scholar
Berman, R. A. (2007). Developing linguistic knowledge and language use across adolescence. In Hoff, E. & Shatz, M. (eds.), Blackwell Handbook of Language Development (pp. 347–67). Malden, MA: Blackwell.Google Scholar
Berman, R. A. (2008). The psycholinguistics of developing text construction. Journal of Child Language, 35, 735–71.CrossRefGoogle ScholarPubMed
Berman, R. A. (2009). Language development in narrative contexts. In Bavin, E. L. (ed.), Handbook of Child Language, 1st edn (pp. 354–75). Cambridge University Press.Google Scholar
Berman, R. A. (2011). Revisiting impersonal constructions in Hebrew: Corpus-based perspectives. In Malchov, A. & Sierwieska, A. (eds.), The Typology of Impersonal Constructions (pp. 323–55). Amsterdam: Benjamins.Google Scholar
Berman, R. A. (2014). Cross-linguistic comparisons in child language research. Journal of Child Language, 41, 2637.CrossRefGoogle ScholarPubMed
Berman, R. A., & Dromi, E. (1984). On marking time without aspect in child language. Papers and Reports on Child Language Development, 23, 2132.Google Scholar
Berman, R. A., & Katzenberger, I. (2008). Cognitive and linguistic factors in development of picture-series narration. In Ramat, A. G. & Chini, M. (eds.), Organization of Learners’ Texts, special issue of Studia Italiani i Linguistica Teorica e Applicata, 27, 2147.Google Scholar
Berman, R. A., & Neeman, Y. (1994). Development of linguistic forms: Hebrew. In Berman, R. A. & Slobin, D. I. (eds.), Relating Events in Narrative: A Crosslinguistic Developmental Study (pp. 285352). Hillsdale, NJ: Erlbaum.Google Scholar
Berman, R. A., & Nir, B. (2007). Comparing narrative and expository text construction across adolescence: A developmental paradox. Discourse Processes, 43, 79120.CrossRefGoogle Scholar
Berman, R. A., & Nir, B. (2009). Clause-packaging in narratives: A crosslinguistic developmental study. In Guo, J., Lieven, E., Ervin-Tripp, S., Budwig, N., Özçalişkan, S., & Nakamura, K. (eds.), Crosslinguistic Approaches to the Psychology of Language: Research in the Tradition of Dan I. Slobin (pp. 149–62). Mahwah, NJ: Erlbaum.Google Scholar
Berman, R. A., & Nir, B. (2010). The language of expository texts: Developmental perspectives. In Nippold, M. & Scott, C. (eds.), Expository Discourse in Children, Adolescents, and Adults: Development and Disorders (pp. 101–23). New York: Taylor & Francis.Google Scholar
Berman, R. A., & Nir-Sagiv, B. (2004). Linguistic indicators of inter-genre differentiation in later language development. Journal of Child Language, 31, 339–80.CrossRefGoogle ScholarPubMed
Berman, R. A., & Slobin, D. I. (1994). Relating Events in Narrative: A Crosslinguistic Developmental Study. Hillsdale, NJ: Erlbaum.Google Scholar
Berman, R. A., & Verhoeven, L. (2002). Developing text production abilities in speech and writing: Aims and methodology. Written Languages and Literacy, 5, 144.Google Scholar
Bernal, S., Lidz, J., Millotte, S., & Christophe, A. (2007). Syntax constrains the acquisition of verb meaning. Language Learning and Development, 3, 325–41.CrossRefGoogle Scholar
Bernhardt, B., Gick, B., Bacsfalvi, P., & Ashdown, J. (2003). Speech habilitation of hard of hearing adolescents using electropalatography and ultrasound as evaluated by trained listeners. Clinical Linguistics and Phonetics, 17, 199217.CrossRefGoogle ScholarPubMed
Bernhardt, B. H., & Stemberger, J. P. (1998). Handbook of Phonological Development from the Perspective of Constraint-based Nonlinear Phonology. San Diego: Academic Press.Google Scholar
Bernstein, I. L., & Borson, S. (1986). Learned food aversion: A component of anorexia nervosa syndromes. Psychological Review, 93, 462–72.CrossRefGoogle Scholar
Bernstein-Ratner, N., & Pye, C. (1984). Higher pitch in BT is not universal: Acoustic evidence from Quiche Mayan. Journal of Child Language, 11, 515–22.Google Scholar
Berry, M., & Eisenson, J. (1956). Speech Disorders. New York: Appleton Century-Crofts Inc.Google Scholar
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, 3137.CrossRefGoogle ScholarPubMed
Bertoncini, J., Nazzi, T., Cabrera, L., & Lorenzi, C. (2011). Six-month-old infants discriminate voicing on the basis of temporal envelope cues (L). Journal of the Acoustical Society of America, 129, 2761.CrossRefGoogle Scholar
Berwick, R. C., Friederici, A. D., Chomsky, N., & Bolhuis, J. J. (2013). Evolution, brain, and the nature of language. Trends in Cognitive Sciences, 17(2), 8998.CrossRefGoogle ScholarPubMed
Berwick, R. C., & Niyogi, P. (1996). Learning from triggers. Linguistic Inquiry, 27, 605–22.Google Scholar
Berwick, R. C., Pietroski, P., Yankama, B., & Chomsky, N. (2011). Poverty of the stimulus revisited. Cognitive Science, 35, 1207–42.CrossRefGoogle ScholarPubMed
Best, C. T. (1995). The emergence of native-language phonological influences in infants: A perceptual assimilation model. In Goodman, J. & Nusbaum, H. (eds.), The Development of Speech Perception: The Transition from Speech Sounds to Spoken Words (pp. 167224). Cambridge, MA: MIT Press.Google Scholar
Best, C. T., & McRoberts, G. W. (2003). Infant perception of nonnative contrasts that adults assimilate in different ways. Language and Speech, 46 (2–3), 183216.CrossRefGoogle Scholar
Best, C.T., McRoberts, G. W., LaFleur, R., & Silver-Isenstadt, J. (1995). Divergent developmental patterns for infants’ perception of two nonnative consonant contrasts. Infant Behavior and Development, 18(3), 339–50.CrossRefGoogle Scholar
Best, C. T., McRoberts, G. W., & Sithole, N. M. (1988). Examination of perceptual reorganization for nonnative speech contrasts: Zulu click discrimination by English-speaking adults and infants. Journal of Experimental Psychology: Human Perception and Performance, 14(3), 345–60.Google ScholarPubMed
Beuzeville, L.. (2006). Visual and linguistic representation in the acquisition of depicting verbs: A study of native signing deaf children of Auslan. PhD dissertation, University of Sydney.
Bhat, A., Landa, R., & Galloway, J. (2011). Current perspectives on motor functioning in infants, children, and adults with autism spectrum disorders. Physical Therapy, 91, 1116–29.CrossRefGoogle ScholarPubMed
Bhatara, A., Boll-Avetisyan, N., Unger, A., Nazzi, T., & Höhle, B. (2013). Native language affects rhythmic grouping of speech. Journal of the Acoustical Society of America, 134, 3828–43.CrossRefGoogle Scholar
Bialystok, E. (1991). Language processing in bilingual children. Cambridge University Press.CrossRefGoogle ScholarPubMed
Bialystok, E. (2001). Bilingualism in Development: Language, Literacy, and Cognition. Cambridge University Press.CrossRefGoogle Scholar
Bialystok, E. (2009). Bilingualism: The good, the bad, the indifferent. Bilingualism: Language and Cognition, 12, 311.CrossRefGoogle Scholar
Bialystok, E., & Barac, R. (2012). Emerging bilingualism: Dissociating advantages for metalinguistic awareness and executive control. Cognition, 122, 6773.CrossRefGoogle ScholarPubMed
Bialystok, E., Craik, F. I. M., & Freedman, M. (2007). Bilingualism as a protection against the onset of symptoms of dementia. Neuropsychologia, 45, 459–64.CrossRefGoogle Scholar
Bialystok, E., Craik, F. I., Klein, R., & Viswanathan, M. (2004). Bilingualism, aging, and cognitive control: Evidence from the Simon task. Psychology and Aging, 19, 290303.CrossRefGoogle ScholarPubMed
Bialystok, E., Craik, F. I. M., & Luk, G. (2012) Bilingualism: consequences for mind and brain. Trends in Cognitive Sciences, 16, 240–50.CrossRefGoogle ScholarPubMed
Bialystok, E., & Feng, X. (2011). Language proficiency and its implications for monolingual and bilingual children. In Durgunoğlu, A. Y. & Goldenberg, C. (eds.), Language and literacy development in bilingual settings (pp. 121–38). New York: Guilford Press.Google Scholar
Bialystok, E., & Hakuta, K. (1994). In Other Words. New York: Basic Books.Google Scholar
Bialystok, E., & Hakuta, K. (1999). Confounded age: Linguistic and cognitive factors in age differences for second language acquisition. In Birdsong, D. (ed.), Second Language Acquisition and the Critical Period Hypothesis (pp. 161–81). Mahwah, NJ: Erlbaum.Google Scholar
Bialystok, E., Luk, G., Peets, K. F., & Yang, S. (2010). Receptive vocabulary differences in monolingual and bilingual children. Bilingualism: Language and Cognition, 13, 525–31.CrossRefGoogle ScholarPubMed
Bialystok, E., Majumder, S., & Martin, M. M. (2003). Developing phonological awareness: Is there a bilingual advantage? Applied Psycholinguistics, 24, 2744.CrossRefGoogle Scholar
Bialystok, E., & Peets, K. F. (2010). Bilingualism and cognitive linkages: Learning to read in different languages. In Shatz, M. & Wilkinson, L. (eds.), The Education of English Language Learners. New York: Guilford Press.Google Scholar
Bickel, B. (2007). Typology in the 21st century: Major current developments. Linguistic Typology, 11, 239–51.CrossRefGoogle Scholar
Bickel, B. (2014). Linguistic diversity and universals. In Enfield, N. J., Kockelman, P., & Sidnell, J. (eds.), The Cambridge Handbook of Linguistic Anthropology (pp. 101–24). Cambridge University Press.Google Scholar
Bickel, B., Banjade, G., Gaenszle, M., Lieven, E., Paudyal, N., Rai, I. P., … & Stoll, S. (2007). Free prefix ordering in Chintang. Language, 83, 4473.CrossRefGoogle Scholar
Bickel, B., Bisang, W., & Yādava, Y. P. (1999). Face vs empathy: The social foundations of Maithili verb agreement. Linguistics, 37, 481518.CrossRefGoogle Scholar
Bickel, B., & Nichols, J. (2005). Inflectional synthesis of the verb. In Haspelmath, M., Dryer, M. S., Gil, D. & Comrie, B. (eds.), The World Atlas of Language Structures (pp. 94–7). Oxford University Press.Google Scholar
Bickel, B., & Nichols, J. (2007). Inflectional morphology. In Shopen, T. (ed.), Language Typology and Syntactic Description, 2nd edn (pp. 169240). Cambridge University Press.CrossRefGoogle Scholar
Bidgood, A., Ambridge, B., Pine, J. M., & Rowland, C. F. (2014). The retreat from locative overgeneralisation errors: A novel verb grammaticality judgment study. PLoS ONE, 9, e9634.CrossRefGoogle ScholarPubMed
Bijeljac-Babic, R., Serres, J., Höhle, B., & Nazzi, T. (2012). Effect of bilingualism on lexical stress pattern discrimination in French learning infants. PlosOne, 7(2), e3083.CrossRefGoogle ScholarPubMed
Bion, R. A. H., Benavides-Varela, S., & Nespor, M. (2011). Acoustic markers of prominence influence infants’ and adults’ segmentation of speech sequences. Language and Speech, 54, 123–40.CrossRefGoogle ScholarPubMed
Bion, R. A. H., Borovsky, A., & Fernald, A. (2013). Fast mapping, slow learning: Disambiguation of novel word-object mappings in relation to vocabulary learning at 18, 24, and 30 months. Cognition, 126, 3953.CrossRefGoogle Scholar
Birdsong, D., & Molis, M. (2001). On the evidence for maturational constraints in second-language acquisition. Journal of Memory and Language, 44, 235–49.CrossRefGoogle Scholar
Bishop, D. (1983). The Test for Reception of Grammar. Age and Cognitive Performance Research Centre, University of Manchester.Google Scholar
Bishop, D. (1989). Test for Reception of Grammar (TROG). 2. Age and Cognitive Performance Research Centre, University of Manchester.Google Scholar
Bishop, D. (1992). The underlying nature of specific language impairment. Journal of Child Psychology and Psychiatry, 33, 366.CrossRefGoogle ScholarPubMed
Bishop, D. (1994a). Grammatical errors in specific language impairment: Competence of performance limitations? Applied Psycholinguistics, 15, 507–50.CrossRefGoogle Scholar
Bishop, D. (1994b). Is specific language impairment a valid diagnostic category? Genetic and psycholinguistic evidence. Philosophical Transactions of the Royal Society, Series B, 346, 105–11.CrossRefGoogle Scholar
Bishop, D. (2003). Genetic and environmental risks for specific language impairment in children International Congress Series, 1254, 225–45.CrossRefGoogle Scholar
Bishop, D. (2014). Ten questions about terminology for children with unexplained language problems. International Journal of Language & Communication Disorders, 49, 381415.CrossRefGoogle Scholar
Bishop, D. V. M., & Adams, C. (1990). A prospective study of the relationship between specific language impairment, phonological disorders, and reading retardation. Journal of Child Psychology and Psychiatry, 31, 1027–50.CrossRefGoogle ScholarPubMed
Bishop, D. V. M., Adams, C. V., Nation, K., & Rosen, S. (2005). Perception of transient nonspeech stimuli is normal in specific language impairment: Evidence from glide discrimination. Applied Psycholinguistics, 26, 175–94.CrossRefGoogle Scholar
Bishop, D. V. M., Adams, C., & Norbury, C. F. (2006). Distinct influences on grammar and phonological short-term memory deficits: Evidence from six-year-old twins. Genes, Brain and Behavior, 5, 158–69.CrossRefGoogle Scholar
Bishop, D. V., Bishop, S. J., Bright, P., James, C., Delaney, T., & Tallal, P. (1999). Different origin of auditory and phonological processing problems in children with language impairment: Evidence from a twin study. Journal of Speech, Language, and Hearing Research, 42, 155.CrossRefGoogle ScholarPubMed
Bishop, D. V. M., Carlyon, R. P., Deeks, J. M., & Bishop, S. J. (1999). Auditory temporal processing impairment: Neither necessary nor sufficient for causing language impairment in children. Journal of Speech, Language, and Hearing Research, 42, 1295.CrossRefGoogle ScholarPubMed
Bishop, D. V. M., & Edmundson, A. (1987). Language-impaired 4-year-olds – Distinguishing transient from persistent impairment. Journal of Speech and Hearing Disorders, 52, 156–73.CrossRefGoogle ScholarPubMed
Bishop, D. V. M., Hardiman, M. J., & Barry, J. G. (2012). Auditory deficit as a consequence rather than endophenotype of specific language impairment: Electrophysiological evidence. PloS One, 7(5), e35851.CrossRefGoogle ScholarPubMed
Bishop, D. V. M., & Hayiou-Thomas, M. E. (2008). Heritability of specific language impairment depends on diagnostic criteria. Genes, Brain, and Behavior, 7, 365–72.CrossRefGoogle ScholarPubMed
Bishop, D. V. M., & McArthur, G. M. (2005). Individual differences in auditory processing in specific language impairment: A follow-up study using event-related potentials and behavioural thresholds. Cortex, 41, 327–41.CrossRefGoogle ScholarPubMed
Bishop, D. V. M., & Norbury, C. F. (2002). Exploring the borderlands of autistic disorder and specific language impairment: A study using standardised diagnostic instruments. Journal of Child Psychology and Psychiatry, 43, 917–29.CrossRefGoogle ScholarPubMed
Bishop, D. V. M., & Norbury, C. F. (2005). Executive functions in children with communication impairments, in relation to autistic symptomatology. 2: Response inhibition. Autism, 9, 2943.CrossRefGoogle ScholarPubMed
Bishop, D. V. M., North, T., & Donlan, C. (1995). Genetic basis of specific language impairment: Evidence from a twin study. Developmental Medicine & Child Neurology, 37, 5671.CrossRefGoogle ScholarPubMed
Bishop, D. V., & Snowling, M. J. (2004). Developmental dyslexia and specific language impairment: Same or different? Psychological Bulletin, 130(6), 858–86.CrossRefGoogle ScholarPubMed
Bittner, D. (2000). Sprachwandel durch Spracherwerb? – Pluralerwerb. In Bittner, A., Bittner, D. & Köpcke, K.-M. (eds.), Angemessene Strukturen: Systemorganisation in Phonologie, Morphologie und Syntax (pp. 123–41). Hildesheim: Olms.Google Scholar
Blachman, B. A., Schatschneider, C., Fletcher, J. M., Murray, M. S., Munger, K. A., & Vaughn, M. G. (2013). Intensive reading remediation in Grade 2 or 3: Are there effects a decade later?. Journal of Educational Psychology, 106, 4657.CrossRefGoogle Scholar
Black, B., & Hazen, N. (1990). Social status and patterns of communication in acquainted and unacquainted preschool children. Developmental Psychology, 26, 379–87.CrossRefGoogle Scholar
Black, B., & Logan, A. (1995). Links between communication patterns in mother-child, father-child, and child-peer interactions and children’s social status. Child Development, 66, 255–71.CrossRefGoogle Scholar
Blades, M., & Cooke, Z., (1994). Young children’s ability to understand a model as a spatial representation. Journal of Genetic Psychology, 155, 201–18.CrossRefGoogle ScholarPubMed
Blaiklock, K. E. (2004). The importance of letter knowledge in the relationship between phonological awareness and reading. Journal of Research in Reading, 27, 3657.CrossRefGoogle Scholar
Bleile, K., & Schwartz, I. (1984). Three perspectives on the speech of children with Down syndrome. Journal of Communication Disorders, 17, 8794.CrossRefGoogle Scholar
Blenn, L., Seidl, A., & Höhle, B. (2003). Recognition of phrases in early language acquisition: The role of morphological markers. In Beachley, B., Brown, A. & Conlin, F. (eds.), BUCLD 27: Proceedings of the 27th Annual Boston University Conference on Language Development (pp. 138–49). Somerville, MA: Cascadilla Press.Google Scholar
Blom, E., de Jong, J., Orgassa, A., Baker, A., & Weerman, F. (2013). Verb inflection in monolingual Dutch and sequential bilingual Turkish-Dutch children with and without SLI. International Journal of Language and Communication Disorders, 48, 382–93.CrossRefGoogle ScholarPubMed
Blomert, L., & Willems, G. (2010). Is there a causal link from a phonological awareness deficit to reading failure in children at familial risk for dyslexia? Dylexia, 16, 300–17.Google Scholar
Bloom, L. (1970). Language Development: Form and Function in Emerging Grammars. Cambridge, MA: MIT Press.Google Scholar
Bloom, L. (1971). Why not pivot grammar? Journal of Speech and Hearing Disorders 36: 4050.CrossRefGoogle Scholar
Bloom, L. (1973). One Word at a Time. The Hague: Mouton.Google Scholar
Bloom, L. (1992). Language Development from Two to Three. Cambridge University Press.Google Scholar
Bloom, L., Lahey, M., Hood, L., Lifter, K., & Fiess, K. (1980). Complex sentence: Acquisition of syntactic connectives and the semantic relations they encode. Journal of Child Language, 7, 235–61.CrossRefGoogle Scholar
Bloom, L., Rispoli, M., Gartner, B., & Hafitz, J. (1989). Acquisition of complementation. Journal of Child Language, 16, 101–20.CrossRefGoogle ScholarPubMed
Bloom, P. (1990a). Subjectless sentences in child language. Linguistic Inquiry, 21, 491504.Google Scholar
Bloom, P. (1990b). Syntactic distinctions in child language. Journal of Child Language, 17, 343–55.CrossRefGoogle Scholar
Bloom, P. (1997). Intentionality and word learning. Trends in Cognitive Sciences, 1, 912.CrossRefGoogle ScholarPubMed
Bloom, P. (2000). How Children Learn the Meanings of Words. Cambridge, MA: MIT Press.Google Scholar
Blount, B. G. (1988). Cognition and phonology in acquisition of plurals and possessives by Luo children. Language Sciences, 10, 225–40.CrossRefGoogle Scholar
Blum-Kulka, S. (1997). Dinner Talk: Cultural Patterns of Sociability and Socialization in Family Discourse. Mahwah, NJ: Erlbaum.Google Scholar
Blum-Kulka, S. (2004). The role of peer interaction in later pragmatic development. In Berman, R. (ed.), Language Development across Childhood and Adolescence (pp. 191210). Philadelphia, PA: Benjamins.CrossRefGoogle Scholar
Blum-Kulka, S., & Snow, C. (eds.). (2002). Talking to Adults: The Contribution of Multi-party Discourse to Language Acquisition. Mahwah, NJ: Erlbaum.Google Scholar
Blum-Kulka, S., & Snow, C. (2004). Introduction: The potential of peer talk. Discourse Studies, 6, 291306.CrossRefGoogle Scholar
Blumstein, S. E., & Amso, D. (2013). Dynamic functional organization of language insights from functional neuroimaging. Perspectives on Psychological Science, 8, 44–8.CrossRefGoogle Scholar
Bock, J. K. (1986). Syntactic persistence in language production. Cognitive Psychology, 18, 355–87.CrossRefGoogle Scholar
Boddaert, N., Mochel, F., Meresse, I., Seidenwurm, D., Cachia, A., Brunelle, F., … & Zilbovicius, M. (2006). Parieto-occipital grey matter abnormalities in children with Williams syndrome. Neuroimage, 30, 721–5.CrossRefGoogle ScholarPubMed
Boersma, P., & Weenink, D. (2005). Praat: Doing phonetics by computer (Version 4.4.07).
Boets, B., De Smedt, B., Cleuren, L., Vandewalle, E., Wouters, J., & Ghesquière, P. (2010). Towards a further characterization of phonological and literacy problems in Dutch-speaking children with dyslexia. British Journal of Developmental Psychology, 28, 531.CrossRefGoogle ScholarPubMed
Boets, B., Wouters, J., Van Wieringen, A., & Ghesquière, P. (2007). Auditory processing, speech perception and phonological ability in pre-school children at high-risk for dyslexia: A longitudinal study of the auditory temporal processing theory. Neuropsychologia, 45, 1608–20.CrossRefGoogle ScholarPubMed
Bohanek, J., Marin, K., Fivush, R., & Duke, M. (2006). Family narrative interaction and children’s sense of self. Family Process, 45, 3954.CrossRefGoogle Scholar
Bohannon, N., & Stanowicz, L. (1988). The issue of negative evidence: Adult responses to children’s language errors. Developmental Psychology, 24, 684–9.CrossRefGoogle Scholar
Bohnemeyer, J., & Swift, M. (2004). Event realization and default aspect. Linguistic and Philosophy, 27, 263–96.CrossRefGoogle Scholar
Boloh, Y., & Ibernon, L. (2010). Gender attribution and gender agreement in 4- to 10-year-old French children. Cognitive Development, 25, 125.CrossRefGoogle Scholar
Bonetti, L., Campbell, M. A., & Gilmore, L. (2010). The relationship of loneliness and social anxiety with children’s and adolescents’ online communication. Cyberpsychology, Behavior, and Social Networking, 13, 279–85.CrossRefGoogle ScholarPubMed
Boneva, B., Quinn, A., Kraut, R., Kiesler, S., & Shklovski, I. (2006). Teenage communication in the instant messaging era. In Kraut, R., Brynn, M. & Kiesler, S. (eds.), Computers, Phones, and the Internet (pp. 201–18). Oxford University Press.Google Scholar
Booij, G. (2012). The Grammar of Words, 3rd edn. Oxford University Press.Google Scholar
Booth, A. E., & Waxman, S. R. (2002). Word learning is ‘smart’: Evidence that conceptual information affects preschoolers’ extension of novel words. Cognition, 84, B11B22.CrossRefGoogle ScholarPubMed
Booth, A. E., & Waxman, S. R. (2003a). Bringing theories of word learning in line with the evidence. Cognition, 87, 215–18.CrossRefGoogle ScholarPubMed
Booth, A. E., & Waxman, S. R. (2003b). Mapping words to the world in infancy: Infants’ expectations for count nouns and adjectives. Journal of Cognition and Development, 4, 357–81.CrossRefGoogle Scholar
Booth, A. E., & Waxman, S. R. (2006) Deja vu all over again: Re-re-visiting the conceptual status of early word learning: Comment on Smith and Samuelson. Developmental Psychology, 42, 1344–6.CrossRefGoogle ScholarPubMed
Booth, A., Waxman, S. R., & Huang, Y. T. (2005). Conceptual information permeates word learning in infancy. Developmental Psychology, 41, 491505.CrossRefGoogle ScholarPubMed
Borer, H. (1984). Parametric Syntax: Case Studies in Semitic and Romance Languages. Dordrecht: Foris.CrossRefGoogle Scholar
Borer, H. (2005). Structuring Sense, vols. 1 and 2. Oxford University Press.CrossRefGoogle Scholar
Borer, H., & Wexler, K. (1987). The maturation of syntax. In Roeper, T. & Williams, E. (eds.), Paremeter Setting (pp. 123–72). Dordrecht: Reidel.Google Scholar
Bornkessel-Schlesewsky, I., & Schlesewsky, M. (2013). Reconciling time, space and function: A new dorsal–ventral stream model of sentence comprehension. Brain and Language, 125(1),6076.CrossRefGoogle ScholarPubMed
Bornstein, M. H., Cote, L. R., Maital, S., Painter, K., Park, S.-Y., Pascual, L., … & Vyt, A. (2004). Cross-linguistic analysis of vocabulary in young children: Spanish, Dutch, French, Hebrew, Italian, Korean, and American English. Child Development, 75, 1115–39.CrossRefGoogle ScholarPubMed
Bornstein, M. H., Haynes, O. M., Painter, K. M., & Genevro, J. L. (2000). Child language with mother and with stranger at home and in the laboratory: A methodological study. Journal of Child Language, 272, 407–20.Google Scholar
Bornstein, M. H., Painter, K. M., & Park, J. (2002). Naturalistic language sampling in typically developing children. Journal of Child Language, 293, 687–99.Google Scholar
Borsley, R., & Börjars, K. (eds.) (2011). Non-transformational Syntax: Formal and Explicit Models of Grammar. Chichester: Wiley.CrossRefGoogle Scholar
Bortfeld, H., Morgan, J. L., Golinkoff, R. M., & Rathbun, K. (2005). Mommy and me: Familiar names help launch babies into speech-stream segmentation. Psychological Science, 16, 298304.CrossRefGoogle Scholar
Bortfeld, H., Rathbun, K., Morgan, J., & Golinkoff, R. (2005). Mommy and me. Psychological Science, 16, 298304.CrossRefGoogle Scholar
Bortolini, U., Arfé, B., Caselli, M. C., Degasperi, L., Deevy, P., & Leonard, L. (2006). Clinical markers for specific language impairment in Italian: The contribution of clitics and nonword repetition. International Journal of Language and Communication Disorders, 41, 695712.CrossRefGoogle Scholar
Bortolini, U., Caselli, M. C., Deevy, P., & Leonard, L. (2002). Specific language impairment in Italian: First steps in the search of a clinical marker. International Journal of Language and Communication Disorders, 37, 7793.CrossRefGoogle ScholarPubMed
Bortolini, U., Caselli, M. C., & Leonard, L. (1997). Grammatical deficits in Italian-speaking children with specific language impairment. Journal of Speech, Language, and Hearing Research, 40, 809–20.CrossRefGoogle ScholarPubMed
Bortolini, U., Leonard, L., & Caselli, M. C. (1998). Specific language impairment in Italian and English: Evaluating alternative accounts of grammatical deficits. Language and Cognitive Processes, 13, 120.CrossRefGoogle Scholar
Bos, H. (1995). Pronoun copy in Sign Language of the Netherlands. In Bos, H. & Schermer, T. (eds.), Sign Language Research 1994: Proceedings of the 4th European Congress on Sign Language Research (pp. 121–47). Hamburg: Signum.Google Scholar
Bosch, L., Figueras, M., Teixidó, M., & Ramon-Casas, M. (2013). Rapid gains in segmenting fluent speech when words match the rhythmic unit: Evidence from infants acquiring syllable-timed languages. Frontiers in Psychology, 4, 106.CrossRefGoogle Scholar
Bosch, L., & Ramon-Casas, M. (2014). First translation equivalents in bilingual toddlers’ expressive vocabulary: does form similarity matter? International Journal of Behavioral Development, 38, 317–22.CrossRefGoogle Scholar
Bosch, L., & Sebastián-Gallés, N. (2001). Evidence of early language discrimination abilities in infants from bilingual environments. Infancy, 2(1), 2949.CrossRefGoogle Scholar
Bosch, L. & Sebastián-Gallés, N. (2003). Simultaneous bilingualism and the perception of a language-specific vowel contrast in the first year of life. Language and Speech, 46, 217–43.CrossRefGoogle ScholarPubMed
Bosco, F., Angeleri, R., Colle, L., Sacco, K., & Bara, B. (2013). Communicative abilities in children: An assessment through different phenomena and expressive means. Journal of Child Language, 40, 741–78.CrossRefGoogle ScholarPubMed
Bosse, M. L., Tainturier, M. J., & Valdois, S. (2007). Developmental dyslexia: The visual attention span deficit hypothesis. Cognition, 104, 198230.CrossRefGoogle ScholarPubMed
Botting, N., & Conti-Ramsden, G. (2003). Autism, primary pragmatic difficulties, and specific language impairment: Can we distinguish them using psycholinguistic markers? Developmental Medicine and Child Neurology, 45, 515–24.CrossRefGoogle ScholarPubMed
Bottini, G., Corcoran, R., Sterzi, R., Paulesu, E., Schenone, P., Scarpa, P., Frackowiak, R. S., & Frith, C. D. (1994). The role of the right hemisphere in the interpretation of figurative aspects of language: A positron emission tomography activation study. Brain, 117, 1241–53.CrossRefGoogle ScholarPubMed
Boucher, J. (2012). Research review: Structural language in autistic spectrum disorder–characteristics and causes. Journal of Child Psychology and Psychiatry, 53, 219–33.CrossRefGoogle ScholarPubMed
Bowerman, M. (1979). The acquisition of complex sentences. In Fletcher, P. & Garman, M. (eds.), Language Acquisition: Studies in First Language Development. Cambridge University Press.Google Scholar
Bowerman, M. (1982). Evaluating competing linguistic models with language acquisition data: Implications of developmental errors with causative verbs. Quaderni di Semantica, 3, 566.Google Scholar
Bowerman, M. (1982). Reorganizational processes in lexical and syntactic development. In Wanner, E. & Gleitman, L. R. (eds.), Language Acquisition: The State of the Art (pp. 319–46). Cambridge University Press.Google Scholar
Bowerman, M. (1985). What shapes children’s grammar? In Slobin, D. I. (ed.), The Crosslinguistic Study of Language Acquisition, vol. 2 (pp. 12571319). Hillsdale, NJ: Erlbaum.Google Scholar
Bowerman, M. (1988). The ‘no negative evidence’ problem. How do children avoid constructing an overgeneral grammar? In Hawkins, J. A. (ed.), Explaining Language Universals (pp. 73101). Oxford: Blackwell.Google Scholar
Bowerman, M. (1990). Mapping thematic roles onto syntactic functions: Are children helped by innate linking rules? Linguistics, 28, 1253–89.CrossRefGoogle Scholar
Bowerman, M. (1994). From universal to language-specific in early grammatical development. Philosophical Transactions of the Royal Society of London. Series B, Biological Sciences, 346, 3745.CrossRefGoogle ScholarPubMed
Bowerman, M. (1996). Learning how to structure space for language: A cross-linguistic perspective. In Bloom, P., Peterson, M., Nadel, L. & Garret, M. (eds.), Language and Space (pp. 385436). Cambridge, MA: MIT Press.Google Scholar
Bowerman, M. (2005). Why can’t you ‘open’ a nut or ‘break’ a cooked noodle? Learning covert action categories in action word meanings. In Gershkoff-Stowe, L. & Rakison, D. (eds.), Building Object Categories in Developmental Time (pp. 209–43). Mahwah, NJ: Erlbaum.Google Scholar
Bowerman, M., & Brown, P. (2008). Introduction. In Bowerman, M. & Brown, P. (eds.), Crosslinguistic Perspectives on Argument Structure: Implications for Learnability (pp. 126). New York: Erlbaum.Google Scholar
Bowerman, M., Brown, P., Eisenbeiss, S., Narasimhan, B., & Slobin, D. (2002). Putting things in places: Developmental consequences of linguistic typology. In Clark, E. V. (ed.), The Proceedings of the 31st Child Language Research Forum (pp. 129). Stanford, CA: CSLI Publications.Google Scholar
Bowerman, M., Brown, P., Eisenbeiss, S., Narasimhan, B., & Slobin, D. I. (2011). Putting things in places: Developmental consequences of linguistic typology. In Bohnemeyer, J. & Pederson, E. (eds.), Event Representation in Language and Cognition (pp. 134–65). Cambridge University Press.Google Scholar
Bowerman, M., & Choi, S. (2003). Space under construction: language specific spatial categorization in first language acquisition. In Gentner, D. & Goldin-Meadow, S. (eds.), Language in Mind: Advances in the Study of Language and Cognition (pp. 387427). Cambridge, MA: MIT Press.Google Scholar
Bowerman, M., & Croft, W. (2008). The acquisition of the English causative alternation. In Bowerman, M. & Brown, P. (eds.), Crosslinguistic Perspectives on Argument Structure: Implications for Learnability (pp. 279307). Mahwah, NJ: Erlbaum.Google Scholar
Bowerman, M., de León, L., & Choi, S. (1995). Verbs, particles, and spatial semantics: Learning to talk about spatial actions in typologically different languages. In Clark, E. V. (ed.), The Proceedings of the 27th Annual Child Language Research Forum (pp. 101–10). Stanford, CA: CSLI Publications.Google Scholar
Bowey, J. A. (2006). Clarifying the phonological processing account of nonword repetition. Applied Psycholinguistics, 27, 548–51.CrossRefGoogle Scholar
Bowyer-Crane, C., Snowling, M., Duff, F., Carroll, J., Fieldsend, E., Miles, J., … Hulme, C. (2008). Improving early language and literacy skills: Differential effects of an oral language versus a phonology with reading intervention. Journal of Child Psychology and Psychiatry, 49, 422–32.CrossRefGoogle ScholarPubMed
Boyes Braem, P. (1990). Acquisition of the handshape in American Sign Language: A preliminary analysis. In Volterra, V. & Erting, C. J. (eds.), From Gesture to Language in Hearing and Deaf Children (pp. 107–27). Washington, DC: Gallaudet University Press.Google Scholar
Bradley, L., & Bryant, P. (1985). Rhyme and Reason in Reading and Spelling. Ann Arbor: University of Michigan Press.CrossRefGoogle Scholar
Braine, M. D. S. (1963). The ontogeny of English phrase structure: The first phase. Language, 39, 113.CrossRefGoogle Scholar
Braine, M. D. S. (1976). Children’s first word combinations. With commentary by Bowerman, Melissa. Monographs of the Society for Research in Child Development, 41.CrossRefGoogle Scholar
Braine, M. D. S. (1994). Is nativism sufficient? Journal of Child Language, 21, 931.CrossRefGoogle ScholarPubMed
Braine, M., & Brooks, P. (1995). Verb-argument structure and the problem of avoiding an overgeneral grammar. In Tomasello, M. & Merriman, W. (eds.), Beyond Names of Things: Young Children’s Acquisition of Verbs (pp. 353–76). Hillsdale, NJ: Erlbaum.Google Scholar
Brand, R. J., & Tapscott, S. (2007). Acoustic packaging of action sequences by infants. Infancy, 11, 321–32.CrossRefGoogle Scholar
Brandone, A. C., Pence, K. L., Golinkoff, R. M., & Hirsh-Pasek, K. (2007). Action speaks louder than words: Young children differentially weight perceptual, social, and linguistic cues to learn verbs. Child Development, 78, 1322–42.CrossRefGoogle ScholarPubMed
Brandt, S., Diessel, H., & Tomasello, M. (2008). The acquisition of German relative clauses: A case study. Journal of Child Language, 35, 325–49.CrossRefGoogle ScholarPubMed
Brandt-Kobele, O. & Höhle, B. (2010). What asymmetries within comprehension reveal about asymmetries between comprehension and production: The case of verb inflection in language acquisition. Lingua 120, 1910–25.CrossRefGoogle Scholar
Branigan, H. P. (2007). Syntactic priming. Language and Linguistics Compass, 1, 116.CrossRefGoogle Scholar
Brauer, J., Anwander, A., & Friederici, A. D. (2010). Neuroanatomical prerequisites for language functions in the maturing brain. Cerebral Cortex, 21, 459–66.Google ScholarPubMed
Braze, D., Tabor, W., Shankweiler, D. P., & Mencl, W. E. (2007). Speaking up for vocabulary: Reading skill differences in young adults. Journal of Learning Disabilities, 40(3), 226–43.CrossRefGoogle ScholarPubMed
Bregman, E. O. (1934). An attempt to modify the emotional attitudes of infants by the conditioned response technique. Journal of Genetic Psychology, 45, 169–98.Google Scholar
Breheny, R., Ferguson, H.J., & Katsos, N. (2012). Investigating the timecourse of accessing conversational implicatures during incremental sentence interpretation. Language and Cognitive Processes. doi:10.1080/01690965.2011.649040.
Brem, S., Bach, S., Kucian, K., Guttorm, T. K., Martin, E., Lyytinen, H., … Richardson, U. (2010). Brain sensitivity to print emerges when children learn letter-speech sound correspondences. Proceedings of the National Academy of Sciences of the United States of America, 107, 7939–44.CrossRefGoogle ScholarPubMed
Brennan, J., Nir, Y., Hasson, U., Malach, R., Heeger, D., & Pylkkänen, L. (2010). Syntactic structure building in the anterior temporal lobe during natural story listening. Brain and Language, 120, 161–73.Google ScholarPubMed
Brentari, D. (2012). Phonology. In Pfau, Roland, Steinbach, Markus, & Woll, Bencie (eds.), Sign Language – An International Handbook (pp. 2154). Berlin: Walter de Gruyter.Google Scholar
Brentari, D., Coppola, M., Jung, A., & Goldin-Meadow, S. (2013). Acquiring Word Class Distinctions in American Sign Language: Evidence from Handshape. Language Learning and Development 9(2), 130–50.CrossRefGoogle ScholarPubMed
Bresnan, J. (2001). Lexical Functional Syntax. Oxford: Blackwell.Google Scholar
Bresnan, J., Cueni, A., Nikitina, T., & Baayen, R. H. (2007). Predicting the dative alternation. In Boume, G., Kramer, I. & Zwarts, J. (eds.), Cognitive Foundations of Interpretation (pp. 6994). Amsterdam: Royal Netherlands Academy of Sciences.Google Scholar
Bridges, K. A., & Hoff, E. (2014). Older sibling influences on the language environment and language development of toddlers in bilingual homes. Applied Psycholinguistics. 35, 225–41.CrossRefGoogle ScholarPubMed
Brinton, B., & Fujiki, M. (1995). Conversational intervention with children with specific language impairment. In Fey, M., Windsor, J. & Warren, S. (eds.), Language Intervention: Preschool through the Elementary Years (pp. 183212). Baltimore, MD: Brookes.Google Scholar
Brinton, B., & Fujiki, M. (2013). Social and affective factors in children with language impairment: Implications for literacy learning. In Stone, C., Silliman, E., Ehren, B. & Wallach, G. (eds.), Handbook of Language and Literacy: Development and Disorders, 2nd edn (pp. 173–89). New York: Guilford Press.Google Scholar
Brinton, B., Fujiki, M., & McKee, L. (1998). The negotiation skills of children with specific language impairment. Journal of Speech, Language, and Hearing Research, 41, 927–40.Google ScholarPubMed
Briscoe, J., Bishop, D. V., & Norbury, C. F. (2001). Phonological processing, language, and literacy: A comparison of children with mild-to-moderate sensorineural hearing loss and those with specific language impairment. Journal of Child Psychology and Psychiatry, 42, 329–40.CrossRefGoogle ScholarPubMed
Brittain, J., Allen, S. E. M., & Acton, S. (2014). Preferred argument structure: Evidence from NE Cree child and child-directed speech. Paper presented at the 19th Workshop on the Structure and Constituency of the Languages of the Americas, St John’s, Newfoundland.
Broaders, S., Cook, S. W., Mitchell, Z., & Goldin-Meadow, S. (2007). Making children gesture brings out implicit knowledge and leads to learning. Journal of Experimental Psychology: General, 136, 539–50.Google ScholarPubMed
Brock, J. (2005). Probed serial recall in Williams syndrome: Lexical influences on phonological short term memory. Journal of Speech, Language, and Hearing Research, 48, 360–71.CrossRefGoogle ScholarPubMed
Brock, J. (2007). Language abilities in Williams syndrome: A critical review. Development and Psychopathology, 19, 197.CrossRefGoogle ScholarPubMed
Brock, J., Norbury, C., Einav, S., & Nation, K. (2008). Do individuals with autism process words in context? Evidence from language-mediated eye-movements. Cognition, 108(3), 896904.CrossRefGoogle ScholarPubMed
Brodmann, K. (1909). Vergleichende Lokalisationslehre der Großhirnrinde. Leipzig: Barth.Google Scholar
Brodsky, P., Waterfall, H., & Edelman, S. (2007). Characterizing motherese: On the computational structure of child-directed language. In McNamara, D. S. & Trafton, J. G. (eds.), Proceedings of the 29th Cognitive Science Society Conference (pp. 833–8). Austin, TX: Cognitive Science Society.Google Scholar
Bronckart, J. P., & Sinclair, H. (1973). Time, tense and aspect. Cognition, 2, 107–30.CrossRefGoogle Scholar
Brooks, P., & Tomasello, M. (1999a). How young children constrain their argument structure constructions. Language, 75, 720–38.CrossRefGoogle Scholar
Brooks, P., & Tomasello, M. (1999b). Young children learn to produce passives with nonce verbs. Developmental Psychology, 35, 2944.CrossRefGoogle ScholarPubMed
Brooks, P., Tomasello, M., Dodson, K., & Lewis, L. B. (1999). Young children’s overgeneralizations with fixed transitivity verbs. Child Development, 70, 1325–37.CrossRefGoogle ScholarPubMed
Browman, C. & Goldstein, L. (1990). Tiers in articulatory phonology with some implications for casual speech. In Kingston, J. & Beckman, M. (eds.), Papers in Laboratory Phonology I: Between the Grammar and Physics of Speech (pp. 341–76). Cambridge University Press.Google Scholar
Browman, C. & Goldstein, L. (1986). Towards an articulatory phonology. Phonology, 3, 219–52.Google Scholar
Browman, C. & Goldstein, L. (1988). Some notes on syllable structure in articulatory phonology. Phonetica, 45, 140–55.CrossRefGoogle ScholarPubMed
Brown, P. (1998a). Early Tzeltal verbs: Argument structure and argument realization. In Clark, E. V. (ed.), Proceedings of the 29th Annual Child Language Research Forum (pp. 129–40). Stanford, CA: CSLI.Google Scholar
Brown, P. (1998b). Children’s first verbs in Tzeltal: Evidence for an early verb category. Linguistics, 36, 713–53.CrossRefGoogle Scholar
Brown, P. (1998c). Conversational structure and language acquisition: The role of repetition in Tzeltal adult and child speech. Journal of Linguistic Anthropology, 8, 197221.CrossRefGoogle Scholar
Brown, P. (2001). Learning to talk about motion up and down in Tzeltal: Is there a language-specific bias for verb learning? In Bowerman, M. & Levinson, S. (eds.), Language Acquisition and Conceptual Development (pp. 512–43). Cambridge University Press.Google Scholar
Brown, P. (2014). The interactional context of language learning in Tzeltal. In Arnon, I., Casillas, M., Kurumada, C., & Estigarriba, B. (eds.), Language in Interaction: Studies in honor of Eve V. Clark (pp. 5182). Amsterdam: Benjamins.Google Scholar
Brown, P., Pfeiler, B., de León, L., & Pye, C. (2013). The acquisition of agreement in four Mayan languages. In Bavin, E. & Stoll, S. (eds.), The Acquisition of Ergativity (pp. 271306). Amsterdam: Benjamins.CrossRefGoogle Scholar
Brown, R. (1957). Linguistic determinism and the part of speech. Journal of Abnormal and Social Psychology, 55, 15.CrossRefGoogle ScholarPubMed
Brown, R. (1973). A First Language: The Early Stages. Cambridge, MA: Harvard University Press.CrossRefGoogle Scholar
Brown, R., & Hanlon, C. (1970). Derivational complexity and order of acquisition in child speech. In Hayes, J. R. (ed.), Cognition and the Development of Language (pp. 1154). New York: Wiley.Google ScholarPubMed
Brown, T. T., Lugar, H. M., Coalson, R. S., Fran, M. M., Petersen, S. E., & Schlaggar, B. L. (2005). Developmental changes in human cerebral functional organization for word generation. Cerebral Cortex, 15, 275–90.CrossRefGoogle ScholarPubMed
Brown-Schmidt, S. & Tanenhaus, M. K. (2008). Real-time investigation of referential domains in unscripted conversation: a targeted language game approach. Cognitive Science, 32(4), 643–84.CrossRefGoogle Scholar
Bruinsma, Y., Koegel, R. L., & Koegel, L. K. (2004). Joint attention and children with autism: A review of the literature. Mental Retardation and Developmental Disabilities Research Reviews, 10(3), 169–75.CrossRefGoogle ScholarPubMed
Bruner, J. (1983). Child’s Talk. New York: Norton.Google Scholar
Brunsdon, R., Coltheart, M., & Nickels, L. (2006). Severe developmental letter processing impairment: A treatment case study. Cognitive Neuropsychology, 23, 795821.CrossRefGoogle ScholarPubMed
Bryant, J. B. (1999). Perspectives on pragmatic socialization. In Greenhill, A. (ed.), Proceedings of the 23rd Annual Boston University Conference on Language Development, vol. 1 (pp. 132–7). Somerville, MA: Cascadilla Press.Google Scholar
Bryant, P. E., Bradley, L., MacLean, M., & Crossland, J. (1989). Nursery rhymes, phonological skills and reading. Journal of Child Language, 16, 407–28.CrossRefGoogle Scholar
Bull, D., Eilers, R. E., & Oller, D.K. (1984). Infants’ discrimination of intensity variation in multisyllabic stimuli. Journal of the Acoustical Society of America, 76, 1317.CrossRefGoogle ScholarPubMed
Burdelski, M. (2011). Language socialization and politeness routines. In Duranti, E., Ochs, E. & Schieffelin, B. (eds.), The Handbook of Language Socialization (pp. 275–95). Malden, MA: Blackwell.Google Scholar
Burnham, D., & Dodd, D. (1999). Familiarity and novelty preferences in infants’ auditory-visual speech perception: Problems, factors, and a solution. In Rovee-Collier, C., Lipsitt, L. & Hayne, H. (eds.) Advances in Infancy Research, vol. 12 (pp. 170–87). Stamford, CT: Ablex.Google Scholar
Burns, T., Werker, J.F., & McVie, K. (2003). Development of phonetic categories in infants raised in bilingual and monolingual environments. In Beachley, B., Brown, A & Colin, F (eds.), Proceedings of the 27th Annual Boston University Conference on Language Development. Somerville, MA: Cascadilla Press.Google Scholar
Bus, A. G., & Van IJzendoorn, M. H. (1999). Phonemic awareness and learning to read: A meta-analysis of experimental training studies. Journal of Educational Psychology, 91, 403–14.CrossRefGoogle Scholar
Butcher, C., & Goldin-Meadow, S. (2000). Gesture and the transition from one- to two-word speech: When hand and mouth come together. In McNeill, D. (ed.), Language and Gesture (pp. 235–25). New York: Cambridge University Press.Google Scholar
Butler, C., & Wilkinson, R. (2013). Mobilising recipiency: Child participation and ‘rights to speak’ in multi-party family interaction. Journal of Pragmatics, 50, 3751.CrossRefGoogle Scholar
Butterworth, G., & Grover, L. (1988). The origins of referential communication in human infancy. In Weiskrantz, L. (ed.), Thought without Language (pp. 524). Oxford: Clarendon Press.Google Scholar
Bybee, J. (1995). Regular morphology and the lexicon. Language and Cognitive Processes, 10, 425–55.CrossRefGoogle Scholar
Bybee, J. (1998). The emergent lexicon. Proceedings of the Chicago Linguistics Society, vol. 34. (pp. 421–35).Google Scholar
Bybee, J. (2010). Language, Usage and Cognition. Cambridge University Press.CrossRefGoogle Scholar
Bybee, J., & Noonan, M. (eds.). (2001). Complex Sentences in Grammar and Discourse: Essays in Honor of Sandra A. Thompson. Amsterdam: Benjamins,Google Scholar
Byers-Heinlein, K. (2012). Parental language mixing: Its measurement and the relation of mixed input to young bilingual children’s vocabulary size. Bilingualism: Language and Cognition, 16(1),3248.CrossRefGoogle Scholar
Byers-Heinlein, K., Burns, T. C., & Werker, J. F. (2010). The roots of bilingualism in newborns. Psychological Science, 21(3), 343–8.CrossRefGoogle Scholar
Byers-Heinlein, K., & Werker, J. F. (2009). Monolingual, bilingual, trilingual: infants’ language experience influences the development of a word-learning heuristic. Developmental Science, 12, 815–23.CrossRefGoogle ScholarPubMed
Byers-Heinlein, K., & Werker, J. F. (2013). Lexicon structure and the disambiguation of novel words: Evidence from bilingual infants. Cognition, 128, 407–16.CrossRefGoogle ScholarPubMed
Bylund, E., Abrahamsson, N., & Hyltenstam, K. (2009). The role of language aptitude in first language attrition: The case of pre-pubescent attriters. Applied Linguistics, 31, 443–64.Google Scholar
Byrne, B. (1998). The Foundation of Literacy: The Child’s Acquisition of the Alphabetic Principle. Hove: Psychology Press.Google Scholar
Byrne, B., & Fielding-Barnsley, R. (1989). Phonemic awareness and letter knowledge in the child’s acquisition of the alphabetic principle. Journal of Educational Psychology, 81, 313–21.CrossRefGoogle Scholar
Cain, K. (2010). Reading development and difficulties. Chichester: Wiley-Blackwell.Google ScholarPubMed
Cain, K., & Oakhill, J. V. (1999). Inference ability and its relation to comprehension failure in young children. Reading and Writing, 11, 489503.CrossRefGoogle Scholar
Cain, K., & Oakhill, J. V. (2006). Profiles of children with specific reading comprehension difficulties. British Journal of Educational Psychology, 76, 683–96.CrossRefGoogle ScholarPubMed
Cain, K., Oakhill, J., & Bryant, P. E. (2004). Children’s reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal of Educational Psychology, 96, 3142.CrossRefGoogle Scholar
Callaghan, T. C., Moll, H., Rakoczy, H., Warneken, F., Liszkowski, U., Behne, T., & Tomasello, M. (2011). Early social cognition in three cultural contexts. Monographs of the Society for Research in Child Development, 76(2).Google ScholarPubMed
Callanan, M. A. (1985). How parents label objects for young children: The role of input in the acquisition of category hierarchies. Child Development, 56, 508–23.CrossRefGoogle Scholar
Callanan, M. A., & Sabbagh, M. A. (2004). Multiple labels in conversations between young children and their mothers. Developmental Psychology, 40, 746–63.Google Scholar
Calvert, S. (2002). Identity construction on the internet. In Calvert, S., Jordan, A. & Cocking, R. (eds.), Children in the Digital Age: Influences of Electronic Media on Development (pp. 5770). Westport, CT: Praeger.Google Scholar
Cameron-Faulkner, T., Lieven, E., & Tomasello, M. (2003). A construction based analysis of child directed speech. Cognitive Science, 27, 843–73.CrossRefGoogle Scholar
Camilli, G., Vargas, S., & Yurecko, M. (2003). Teaching children to read: The fragile link between science and federal education policy. Education Policy Analysis Archives, 11. Retrieved 9 July 2009, from http://epaa.asu.edu/epaa/v11n15/CrossRefGoogle Scholar
Campbell, A. L., Brooks, P., & Tomasello, M. (2000). Factors affecting young children’s use of pronouns as referring expressions. Journal of Speech, Language, and Hearing Research, 43, 1337–49.CrossRefGoogle ScholarPubMed
Campbell, A. L., & Namy, L. L. (2003). The role of social-referential context in verbal and nonverbal social learning. Child Development, 74, 549–63.CrossRefGoogle Scholar
Campbell, A., & Tomasello, M. (2001). The acquisition of the English dative constructions. Applied Psycholinguistics, 22, 253–67.CrossRefGoogle Scholar
Campos, J. J., Anderson, D. I., Barbu-Roth, M. A., Hubbard, E. M., Hertenstein, M. J., & Witherington, D. (2000). Travel broadens the mind. Infancy, 1, 149219.CrossRefGoogle Scholar
Candan, A., Küntay, A. C., Yeh, Y.-C., Cheung, H., Wagner, L., & Naigles, L. R. (2012). Language and age effects in children’s processing of word order. Cognitive Development, 27, 205–21.CrossRefGoogle Scholar
Capirci, O., Montanari, S., & Volterra, V. (1998). Gestures, signs, and words in early language development. In Iverson, J. M. & Goldin-Meadow, S. (eds.), The Nature and Functions of Gesture in Children’s Communications (pp. 4560). San Francisco: Jossey-Bass.Google Scholar
Caplan, D., & Hildebrandt, N. (1988). Disorders of Syntactic Comprehension. Cambridge, MA: MIT Press.Google Scholar
Caplan, D., & Waters, G. S. (1999). Verbal working memory and sentence comprehension. Behavioral and Brain Sciences, 22, 7794.CrossRefGoogle ScholarPubMed
Caplan, D., & Waters, G. S. (2013). Memory mechanisms supporting syntactic comprehension. Psychonomic Bulletin & Review, 20, 243–68.CrossRefGoogle ScholarPubMed
Caplan, D., Waters, G., & DeDe, G. (2007). Specialized verbal working memory for language comprehension. In Conway, A., Jarold, C., Kane, M., Miyake, A. & Towse, J. (eds.), Variation in Working Memory (pp. 272302). Oxford University Press.Google Scholar
Capone, N., & McGregor, K. K. (2005). The effect of semantic representation on toddlers’ word retrieval. Journal of Speech, Language, and Hearing Research, 48, 1468–80.CrossRefGoogle ScholarPubMed
Capps, L., Kehres, J., & Sigman, M. (1998). Conversational abilities among children with autism and children with developmental delays. Autism, 2, 325–44.CrossRefGoogle Scholar
Caravolas, M. (2005). The Nature and Causes of Dyslexia in Different Languages. In Snowling, M. J. & Hulme, C. (eds.), The Science of Reading: A Handbook (pp. 336–56). Oxford: Blackwell.Google Scholar
Caravolas, M., Lervåg, A., Defior, S., Seidlova Malkova, G., & Hulme, C., (2013). Different patterns, but equivalent predictors, of growth in reading in consistent and inconsistent orthographies. Psychological Science, 24, 13981407.CrossRefGoogle ScholarPubMed
Carnie, A. (2006). Syntax: A Generative Introduction, 2nd edn. Oxford: Blackwell.Google Scholar
Carnie, A., Siddiqi, D., & Sato, Y. (eds.) (2014). The Routledge Handbook of Syntax. New York: Routledge.Google Scholar
Carpenter, M., Nagell, K., & Tomasello, M. (1998). Social cognition, joint attention, and communicative competencies from 9 to 15 months of age. Monographs of the Society of Research in Child Development, 63, serial no. 255.CrossRefGoogle Scholar
Carter, A., & Gerken, L. (2004). Do children’s omissions leave traces? Journal of Child Language, 31, 561–86.CrossRefGoogle ScholarPubMed
Cartmill, E. A., Hunsicker, D., & Goldin-Meadow, S. (2014). Pointing and naming are not redundant: Children use gesture to modify nouns before they modify nouns in speech. Developmental Psychology, 50, 1660–6.CrossRefGoogle ScholarPubMed
Cartwright, T. A., & Brent, M. R. (1997). Syntactic categorization in early language acquisition: Formalizing the role of distributional analysis. Cognition, 63, 121–70.CrossRefGoogle ScholarPubMed
Casasola, M., Cohen, L. B., & Chiarello, E. (2003). Six-month old infants’ categorization of containment spatial relations. Child Development, 74, 679–93.CrossRefGoogle ScholarPubMed
Casasola, M., & Wilbourn, M. P. (2004). Fourteen-month-old infants form novel word-spatial relation associations. Infancy, 6, 385–96.CrossRefGoogle Scholar
Casby, M. W. (1992). The cognitive hypothesis and its influence on speech-language services in schools. Language, Speech, and Hearing Services in Schools, 23, 198202.CrossRefGoogle Scholar
Case, R., Kurland, D. M., & Goldberg, J. (1982). Operational efficiency and growth of short-term memory span. Neuroscience and Biobehavioural Reviews, 26, 105–25.Google Scholar
Caselli, M. C., Bates, E., Casadio, P., Fenson, J., Fenson, L., Sanderl, L., & Weir, J. (1995). A cross-linguistic study of early lexical development. Cognitive Development, 10, 159–99.CrossRefGoogle Scholar
Caselli, M. C., Vicari, S., Longobardi, E., Lami, L., Pizzoli, C., & Stella, G. (1998). Gestures and words in early development of children with Down syndrome. Journal of Speech, Language, and Hearing Research, 41, 1125–35.CrossRefGoogle ScholarPubMed
Caselli, M. C., & Volterra, V. (1990). From communication to language in hearing and deaf children. In Volterra, V. & Erting, C. J. (eds.), From Gesture to Language in Hearing and Deaf Children (pp. 263–77). Berlin: Springer.Google Scholar
Casenhiser, D., & Goldberg, A. (2005). Fast mapping between a phrasal form and meaning. Developmental Science, 8, 500–8.CrossRefGoogle ScholarPubMed
Casillas, M., & Frank, M. (2012). Cues to turn boundary prediction in adults and preschoolers. In Brown-Schmidt, S., Ginzburg, J. & Larsson, S. (eds.), Proceedings of SemDial 2012 (SeineDial): The 16th Workshop on the Semantics and Pragmatics of Dialogue (pp. 61–9). Paris: Université Paris-Diderot.Google Scholar
Cassell, J., Huffaker, D., Tversky, D., & Ferriman, K. (2006). The language of online leadership: Gender and youth engagement on the internet. Developmental Psychology, 42, 436–49.CrossRefGoogle ScholarPubMed
Castles, A., & Coltheart, M. (1993). Varieties of developmental dyslexia. Cognition, 47, 149–80.CrossRefGoogle ScholarPubMed
Castles, A. & Coltheart, M. (2004). Is there a causal link from phonological awareness to success in learning to read? Cognition, 91, 77111.CrossRefGoogle Scholar
Castles, A., Coltheart, M., Wilson, K., Valpied, J., & Wedgwoord, J. (2009). The genesis of reading ability: What helps children learn letter-sound correspondences? Journal of Experimental Child Psychology, 104, 6888.CrossRefGoogle Scholar
Castles, A., Wilson, K., & Coltheart, M. (2011). Early orthographic influences on phonemic awareness tasks: Evidence from a pre-school training study. Journal of Experimental Child Psychology, 108, 203–10.CrossRefGoogle Scholar
Catts, H. W. (1991). Early identification of dyslexia: Evidence from a follow-up study of speech-language impaired children. Annals of Dyslexia, 41, 163–77.CrossRefGoogle ScholarPubMed
Catts, H. W. (2013). Oral Language Disorders and Reading Comprehension Problems. In Miller, B., Cutting, L. E. & McCardle, P. (eds.), Unraveling Reading Comprehension (pp. 6677). Baltimore, MD: Brookes.Google Scholar
Catts, H. W., Adolf, S. M., & Ellis Weismer, S. (2006). Language deficits in poor comprehenders: A case for the simple view of reading. Journal of Speech, Language, and Hearing Research, 49, 278–93.CrossRefGoogle ScholarPubMed
Catts, H. W., Fey, M. E., Ellis Weismer, S., & Bridges, M. S. (2014). The relationship between language and reading abilities. In Tomblin, J. B. & Nippold, M. A. (eds.), Understanding Individual Differences in Language Development Across the School Years (pp. 144–66). New York: Psychology Press.Google Scholar
Catts, H. W., Fey, M. E., Tomblin, J. B., & Zhang, X. (2002). A longitudinal investigation of reading outcomes in children with language impairments. Journal of Speech, Language, and Hearing Research, 45, 1142–57.CrossRefGoogle ScholarPubMed
Cauvet, E., Limissuri, R., Millotte, S., Skoruppa, K., Cabrol, D., & Christophe, A. (2014). Function words constrain on-line recognition of verbs and nouns in French 18-month-olds. Language Learning and Development, 10, 118.CrossRefGoogle Scholar
Cazden, C. B. (1968). The acquisition of noun and verb inflections. Child Development, 39, 433–48.CrossRefGoogle ScholarPubMed
Cebula, K., Moore, D., & Wishart, J. (2010). Social cognition in children with Down’s syndrome: Challenges to research and theory building. Journal of Intellectual Disability Research, 54, 113–34.CrossRefGoogle Scholar
Cepeda, N. J., Kramer, A. F., & Gonzalez de Sather, J. (2001). Changes in executive control across the life span: examination of task-switching performance. Developmental Psychology, 37(5), 715.CrossRefGoogle ScholarPubMed
Chafe, W. L. (1994). Discourse, Consciousness, and Time: The Flow of Language in Speech and Writing. Chicago University Press.Google Scholar
Chamberlain, C., & Mayberry, R. I. (2000). Theorizing About the Relation Between American Sign Language and Reading. In Chamberlain, C., Morford, J. P. & Mayberry, R. I. (eds.), Language Acquisition by Eye (pp. 221–60). Mahwah, NJ: Erlbaum.Google Scholar
Chambers, K. E., Onishi, K. H., & Fisher, C. (2003). Infants learn phonotactic regularities from brief auditory experiences. Cognition, 87, B69B77.CrossRefGoogle Scholar
Chan, A., Lieven, E., & Tomasello, M. (2009). Children’s understanding of the agent-patient relations in the transitive construction: Cross-linguistic comparisons between Cantonese, German, and English. Cognitive Linguistics, 20, 267300.CrossRefGoogle Scholar
Chan, A., Meints, K., Lieven, E., & Tomasello, M. (2010). Young children’s comprehension of English SVO word order revisited: Testing the same children in act-out and intermodal preferential looking tasks. Cognitive Development, 25, 3045.CrossRefGoogle Scholar
Chan, C. C., Tardif, T., Chen, J., Pulverman, R. B., Zhu, L., & Meng, X. (2011). English-and Chinese-learning infants map novel labels to objects and actions differently. Developmental Psychology, 47, 1459.CrossRefGoogle ScholarPubMed
Chan, J., & Iacono, T. (2001). Gesture and word production in children with Down syndrome. Augmentative and Alternative Communication, 17, 7387.CrossRefGoogle Scholar
Chang, F., Bock, K., & Goldberg, A.E. (2003). Can thematic roles leave traces of their places? Cognition, 90, 2349.CrossRefGoogle ScholarPubMed
Chang, F., Dell, G. S., & Bock, K. (2006). Becoming syntactic. Psychological Review, 113, 243–72.CrossRefGoogle Scholar
Chao, Y. R. (1968/1976). A Grammar of Spoken Chinese. Berkeley, CA: University of California Press.Google Scholar
Chapman, R. S. (1997). Language development in children and adolescents with Down Syndrome. Mental Retardation and Developmental Disabilities Research Reviews, 3, 307–12.3.0.CO;2-K>CrossRefGoogle Scholar
Chapman, R., & Hesketh, L. (2000). Behavioral phenotype of individuals with Down syndrome. Mental Retardation and Developmental Disabilities Research Reviews, 6, 8495.3.0.CO;2-P>CrossRefGoogle ScholarPubMed
Chapman, R., Hesketh, L., & Kistler, D. (2002). Predicting longitudinal change in language production and comprehension in individuals with Down syndrome. Journal of Speech, Language, and Hearing Research, 45, 902–15.Google ScholarPubMed
Charette, M. (1991). Conditions on Phonological Government. Cambridge University Press.CrossRefGoogle Scholar
Charman, T., Baron-Cohen, S., Swettenham, J., Baird, G., Drew, A., & Cox, A. (2003). Predicting language outcome in infants with autism and pervasive developmental disorders. International Journal of Language and Communication Disorders, 38(3), 265–85.CrossRefGoogle Scholar
Cheek, A., Cormier, K., Repp, A., & Meier, R. P. (2001). Prelinguistic gesture predicts mastery and error in the production of first signs. Language 77(2), 292323.CrossRefGoogle Scholar
Chemla, E., Mintz, T. H., Bernal, S., & Christophe, A. (2009). Categorizing words using ‘frequent frames’: What cross-linguistic analyses reveal about distributional acquisition strategies. Developmental Science, 12, 396406.CrossRefGoogle Scholar
Chen Pichler, D. (2001a). Evidence for early word order acquisition in a variable word order language. In Do, A. H.-J., Dominguez, L. & Johansen, A. (eds.), Proceedings of the 25th Boston University Conference on Language Development. Sommerville, MA: Cascadilla Press.Google Scholar
Chen Pichler, D. (2001b). Word order variability and acquisition in American Sign Language. Unpublished PhD dissertation, University of Connecticut, Storrs.
Chen Pichler, D. (2012). Acquisition. In Pfau, R., Steinbach, M., & Woll, B., (eds.), Sign Language – An International Handbook (pp. 647–88). Berlin: Walter de Gruyter.Google Scholar
Chen Pichler, D. (to appear). Psycholinguistics: Baby signs. In Boudreault, P., Gertz, G. & Golson, G. (eds.), The Deaf Studies Encyclopedia. New York: Sage.
Chen, L., & Kent, R. (2005). Consonant–vowel co-occurrence patterns in Mandarin-learning infants. Journal of Child Language, 32, 507–34.CrossRefGoogle ScholarPubMed
Cheng, M., Khetrapal, N., Demuth, K., Fein, D., & Naigles, L. (2012) Longitudinal changes in pronoun reversal in children with ASD and TD children. Poster presented at the International Meeting for Autism Research, Toronto, May.
Cheour, M., Alho, K., Ceponiene, R., Reinikainen, K., Sainio, K., Pohjavuori, M., … & Näätänen, R. (1998). Maturation of mismatch negativity in infants. International Journal of Psychophysiology, 29, 217–26.CrossRefGoogle ScholarPubMed
Cheour, M., Alho, K., Sainio, K., Reinikainen, K., Renlund, M., Aaltonen, O., … & Näätänen, R. (1997). The mismatch negativity to changes in speech sounds at the age of three months. Developmental Neuropsychology, 13, 167–74.CrossRefGoogle Scholar
Cheour, M., Ceponiene, R., Lehtokoski, A., Luuk, A., Allik, J., Alho, K., & Näätänen, R. (1998). Development of language-specific phoneme representations in the infant brain. Nature Neuroscience, 1(5), 351–3.CrossRefGoogle ScholarPubMed
Cheour, M., Ceponiene, R., Leppanen, P., Alho, K., Kujala, T., Renlund, M., … & Näätänen, R. (2002). The auditory sensory memory trace decays rapidly in newborns. Scandinavian Journal of Psychology, 43, 33–9.CrossRefGoogle ScholarPubMed
Cheour-Luhtanen, M., Alho, K., Kujala, T., Sainio, K., Reinikainen, K., Renlund, M., … & Näätänen, R. (1995). Mismatch negativity indicates vowel discrimination in newborns. Hearing Research, 82, 53–8.CrossRefGoogle ScholarPubMed
Cheour-Luhtanen, M., Alho, K., Sainio, K., Rinne, T., Reinikainen, K., Pohjavouri, M., … & Näätänen, R. (1996). The ontogenetically earliest discriminative response of the human brain. Psychophysiology, 33, 478–81.CrossRefGoogle ScholarPubMed
Chien, Y. C., & Lust, B. (1983). Topic-comment structure and grammatical subject in first language acquisition of Mandarin Chinese: A study of equi-constructions. Papers and Reports on Child Language Development, 22, 7482.Google Scholar
Chien, Y. C., & Lust, B. (1985). The concepts of topic and subject in first language acquisition of Mandarin Chinese. Child Development, 6, 1359–75.Google Scholar
Chien, Y. C., & Wexler, K. (1990). Children’s knowledge of locality conditions in binding as evidence for the modularity of syntax and pragmatics. Language Acquisition, 1, 225–95.