35 results
Building a unified model of the Optional Infinitive Stage: Simulating the cross-linguistic pattern of verb-marking error in typically developing children and children with Developmental Language Disorder
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- Journal of Child Language / Volume 50 / Issue 6 / November 2023
- Published online by Cambridge University Press:
- 23 February 2023, pp. 1336-1352
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Does the understanding of complex dynamic events at 10 months predict vocabulary development?
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- Language and Cognition / Volume 13 / Issue 1 / March 2021
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- 12 August 2020, pp. 66-98
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Testing an input-based account of children's errors with inflectional morphology: an elicited production study of Japanese
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- Journal of Child Language / Volume 45 / Issue 5 / September 2018
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- 11 May 2018, pp. 1144-1173
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The roles of word-form frequency and phonological neighbourhood density in the acquisition of Lithuanian noun morphology
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- Journal of Child Language / Volume 45 / Issue 3 / May 2018
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- 16 November 2017, pp. 641-672
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Comparing generativist and constructivist accounts of the use of the past tense form in early child Japanese*
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- Journal of Child Language / Volume 43 / Issue 6 / November 2016
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- 16 December 2015, pp. 1365-1384
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Infinitives or bare stems? Are English-speaking children defaulting to the highest-frequency form?*
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- Journal of Child Language / Volume 41 / Issue 4 / July 2014
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- 08 July 2013, pp. 756-779
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Emotional force of languages in multilingual speakers in Finland
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- Applied Psycholinguistics / Volume 35 / Issue 3 / May 2014
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- 10 December 2012, pp. 443-471
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Referential style at thirteen months: why age-defined cross-sectional measures are inappropriate for the study of strategy differences in early language development
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- Journal of Child Language / Volume 17 / Issue 3 / October 1990
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- 17 February 2009, pp. 625-631
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How referential are ‘referential’ children? Relationships between maternal-report and observational measures of vocabulary composition and usage
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- Journal of Child Language / Volume 19 / Issue 1 / February 1992
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- 17 February 2009, pp. 75-86
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Individual differences in early vocabulary development: redefining the referential-expressive distinction*
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- Journal of Child Language / Volume 19 / Issue 2 / June 1992
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- 17 February 2009, pp. 287-310
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Slot and frame patterns and the development of the determiner category
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- Applied Psycholinguistics / Volume 18 / Issue 2 / April 1997
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- 28 November 2008, pp. 123-138
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Referential style and maternal directiveness: Different measures yield different results
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- Applied Psycholinguistics / Volume 15 / Issue 2 / April 1994
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- 28 November 2008, pp. 135-148
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Environmental correlates of variation in lexical style: Interactional style and the structure of the input
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- Applied Psycholinguistics / Volume 15 / Issue 3 / July 1994
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- 28 November 2008, pp. 355-370
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Observational and checklist measures of vocabulary composition: what do they mean?*
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- Journal of Child Language / Volume 23 / Issue 3 / October 1996
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- 26 September 2008, pp. 573-590
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Syntactic categories in the speech of young children: the case of the determiner*
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- Journal of Child Language / Volume 23 / Issue 2 / June 1996
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- 26 September 2008, pp. 369-395
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Tense over time: testing the Agreement/Tense Omission Model as an account of the pattern of tense-marking provision in early child English*
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- Journal of Child Language / Volume 35 / Issue 1 / February 2008
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- 03 January 2008, pp. 55-75
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Understanding the developmental dynamics of subject omission: the role of processing limitations in learning
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- Journal of Child Language / Volume 34 / Issue 1 / February 2007
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- 25 January 2007, pp. 83-110
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Investigating the abstractness of children's early knowledge of argument structure
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- Journal of Child Language / Volume 33 / Issue 4 / November 2006
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- 08 November 2006, pp. 693-720
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Testing the Agreement/Tense Omission Model using an elicited imitation paradigm
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- Journal of Child Language / Volume 33 / Issue 4 / November 2006
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- 08 November 2006, pp. 879-898
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Note of clarification on the coding of light verbs in ‘Semantic generality, input frequency and the acquisition of syntax’ (Journal of Child Language 31, 61–99)
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- Journal of Child Language / Volume 33 / Issue 1 / February 2006
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- 22 February 2006, pp. 191-197
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