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Learning speaker- and addressee-centered demonstratives in Ticuna
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- 07 April 2022, pp. 632-661
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Receptive and expressive vocabulary development in children learning English as an additional language: Converging evidence from multiple datasets
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- 30 March 2022, pp. 610-631
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Brief Research Report
Inhibitory control and verb inflection in Italian preschool children
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- 28 March 2022, pp. 1005-1021
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Produced, but not ‘productive’: Mandarin-speaking pre-schoolers’ challenges acquiring L2 English plural morphology
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- 24 March 2022, pp. 581-609
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Task difficulty and private speech in typically developing and at-risk preschool children
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- 21 March 2022, pp. 464-491
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Analogy is indispensable but rule is a must: Insights from Turkish
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- 09 March 2022, pp. 437-463
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Adapting to children’s individual language proficiency: An observational study of preschool teacher talk addressing monolinguals and children learning English as an additional language
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- 07 March 2022, pp. 365-390
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Marked pointing facilitates learning part names: A test of lexical constraint versus social pragmatic accounts of word learning
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- 28 February 2022, pp. 296-310
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Cognitive predictors of language abilities in primary school children: A cascaded developmental view
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- 23 February 2022, pp. 417-436
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The influence of the temporal characteristics of events on adults’ and children’s pronoun resolution
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- 23 February 2022, pp. 391-416
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Children's Understanding of Proper Names and Descriptions
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- 22 February 2022, pp. 1295-1306
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The timescales of word learning in children with language delays: In-the-moment mapping, retention, and generalization
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- 18 February 2022, pp. 245-273
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Corrigendum
Narrative performance and sociopragmatic abilities in preschool children are linked to multimodal imitation skills – CORRIGENDUM
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- Published online by Cambridge University Press:
- 14 January 2022, p. 494
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Connecting perception and production in early Catalan–Spanish bilingual children: language dominance and quality of input effects
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- 17 December 2021, pp. 155-176
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Early parental causal language input predicts children’s later causal verb understanding
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- 16 December 2021, pp. 177-197
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Narrative Performance and Sociopragmatic Abilities in Preschool Children are Linked to Multimodal Imitation Skills
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- 06 December 2021, pp. 52-77
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Referential expressions in monolingual and bilingual children with and without Autism Spectrum Disorder (ASD): A study of informativeness and definiteness
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- 01 December 2021, pp. 215-244
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Contributions of Abstract Extratextual Talk and Interactive Style to Preschoolers’ Vocabulary Development
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- 18 November 2021, pp. 198-213
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Is there a bilingual disadvantage for word segmentation? A computational modeling approach
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- 03 November 2021, pp. 1119-1146
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Young minds’ quest for regularity: Evidence from the Turkish causative
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- 02 November 2021, pp. 1214-1241
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