Abbot-Smith, K., & Tomasello, M. (2006). Exemplar learning and schematization in a usage-based account of syntactic acquisition. Linguistic Review, 23, 275–290.
Akhtar, N. (1999). Acquiring basic word order: Evidence for data-driven learning of syntactic structure. Journal of Child Language, 26, 339–356.
Allen, S. E. M. (1997). A discourse–pragmatic explanation for the subject–object asymmetry in early null arguments: The principle of informativeness revisited. In Sorace, A., Heycock, C., & Shillcock, R. (Eds.), Proceedings of the GALA ‘97 conference on language acquisition (pp. 10–15). Edinburgh: University of Edinburgh.
Allen, S. E. M. (2000). A discourse–pragmatic explanation for argument representation in child Inuktitut. Linguistics, 38, 483–521.
Allen, S. E. M. (2006). Formalism and functionalism working together? Exploring roles for complementary contributions in the domain of child null arguments. In Slabakova, R., Montrul, S., & Prévost, P. (Eds.), Inquiries in linguistic development: In honor of Lydia White (pp. 233–255). Amsterdam: John Benjamins.
Allen, S. E. M. (2008). Interacting pragmatic influences on children's argument realization. In Bowerman, M. & Brown, P. (Eds.), Crosslinguistic perspectives on argument structure: Implications for learnability (pp. 191–210). Mahwah, NJ: Erlbaum.
Allen, S. E. M., Skarabela, B., & Hughes, M. (2008). Using corpora to examine discourse effects in syntax. In Behrens, H. (Ed.), Trends in corpus research: Finding structure in data (pp. 99–137). Amsterdam: John Benjamins.
Ariel, M. (1990). Accessing noun phrase antecedents. London: Routledge.
Ariel, M. (1994). Interpreting anaphoric expressions: A cognitive versus a pragmatic approach. Journal of Linguistics, 30, 3–42.
Ariel, M. (2001). Accessibility theory: An overview. In Sanders, T., Schilperoord, J., & Sporen, W. (Eds.), Text representation: Linguistic and psycholinguistic aspects (pp. 29–87). Amsterdam: John Benjamins.
Arnold, J. (2008). Reference production: Production-internal and addressee-oriented processes. Language and Cognitive Processes, 23, 495–527.
Arnold, J., & Griffin, Z. (2007). The effect of additional characters on choice of referring expression: Everyone counts. Journal of Memory and Language, 56, 521–536.
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, 131–146.
Arnold, J. E., Brown-Schmidt, S., & Trueswell, J. C. (2007). Children's use of gender and order-of mention during pronoun comprehension. Language and Cognitive Processes, 7–8, 1–40.
Arnold, J. E., Eisenband, J. G., Brown-Schmidt, S., & Trueswell, J. C. (2000). The rapid use of gender information: Evidence of the time course for pronoun resolution from eyetracking. Cognition, 76, B13–B26.
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, 27–57.
Baayen, R. H. (2008). Analyzing linguistic data: A practical introduction to statistics using R. Cambridge: Cambridge University Press.
Baayen, R. H., Davidson, D. J., & Bates, D. M. (2008). Mixed-effects modelling with crossed random effects for subjects and items. Journal of Memory and Language, 59, 390–412.
Bahtiyar, S., & Kuntay, A. C. (2009). Integration of communicative partner's visual perspective in patterns of referential requests. Journal of Child Language, 36, 529–555.
Bates, E., & MacWhinney, B. (1987). Competition, variation, and language learning. In MacWhinney, B. (Ed.), Mechanisms of language acquisition. Hillsdale, NJ: Erlbaum.
Bloom, P. (1990). Subjectless sentences in child language. Linguistic Inquiry, 21, 491–504.
Bock, J. K., & Warren, R. K. (1985). Conceptual accessibility and syntactic structure in sentence formulation. Cognition, 21, 47–67.
Braine, M., & Brooks, P. (1995). Verb argument structure and the problem of avoiding an overgeneral grammar. In Tomasello, M. & Merriman, W. (Eds.), Beyond names for things: Young children's acquisition of verbs. Hillsdale, NJ: Erlbaum.
Brandt, S., Kidd, E., Lieven, E., & Tomasello, M. (2009). The discourse bases of relativization: An investigation of young German and English-speaking children's comprehension of relative clauses. Cognitive Linguistics, 20, 539–570.
Brennan, S. E. (1995). Centering attention in discourse. Language and Cognitive Processes, 102, 137–167.
Cameron-Faulkner, T., Lieven, E. V. M., & Tomasello, M. (2003). A construction based analysis of child directed speech. Cognitive Science, 27, 843–873.
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, 1337–1349.
Chafe, W. L. (1994). Discourse, consciousness, and time. Chicago: Chicago University Press.
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, 267–300.
Chen, S. (1998). Surface cues and the development of new/given interpretation. Applied Psycholinguistics, 19, 553–582.
Childers, J., & Tomasello, M. (2001). The role of pronouns in young children's acquisition of the English transitive construction. Developmental Psychology, 37, 730–748.
Clancy, P. (1993). Preferred argument structure in Korean acquisition. In Clark, E. (Ed.), Proceedings of the 25th Annual Child Language Research Forum (pp. 307–314). Stanford, CA: CSLI.
Clancy, P. (2003). The lexicon in interaction: Developmental origins of preferred argument structure in Korean. In Du Bois, J., Kumpf, L., & Ashby, W. (Eds.), Preferred argument structure: Grammar as architecture for function (pp. 81–108). Amsterdam: John Benjamins.
Dabrowska, E., Rowland, C. F., & Theakston, A. L. (2009). Children's acquisition of questions with long distance dependencies. Cognitive Linguistics, 20, 571–597.
Dittmar, M., Abbot-Smith, K., Lieven, E., & Tomasello, M. (2008). German children's comprehension of word order and case marking in causative sentences. Child Development, 79, 1152–1167.
DuBois, J. W. (1987). The discourse basis of ergativity. Language, 63, 805–855.
Flavell, J. H. (1992). Perspectives on perspective taking. In Beilin, H. & Pufall, P. (Eds.), Piaget's theory: Prospects and possibilities. Hillsdale, NJ: Erlbaum.
Flavell, J. H. (1999). Cognitive development: Children's knowledge about the mind. Annual Review of Psychology, 50, 21–45.
Flavell, J. H., Everett, B. A., Croft, K., & Flavell, E. R. (1981). Young children's knowledge about visual perception: Further evidence for the Level 1–Level 2 distinction. Developmental Psychology, 17, 99–103.
Gerken, L. A. (1991). The metrical basis for children's subjectless sentences. Journal of Memory and Language, 30, 431–451.
Givon, T. (1983). Topic continuity in discourse: An introduction. In Givon, T. (Ed.), Topic continuity in discourse: A quantitative cross-language study (pp. 1–42). Amsterdam: John Benjamins.
Goldberg, A. E. (1995). Constructions: A construction grammar approach to argument structure. Chicago: University of Chicago Press.
Goldberg, A. E. (2001). Patient arguments of causative verbs can be omitted: The role of information structure in argument distribution. Language Sciences, 34, 503–524.
Goldberg, A. E. (2005). Pragmatics and argument structure. In Horn, L. & Ward, G. (Eds.), Handbook of pragmatics (pp. 427–441). London: Blackwell.
Goldberg, A. E. (2006). Constructions at work: The nature of generalization in language. Oxford: Oxford University Press.
Gordon, P. C., Grosz, B. J., & Gilliom, L. A. (1993). Pronouns, names and the centering of attention in discourse. Cognitive Science, 17, 311–347.
Greenfield, P. M., & Smith, J. (1976). The structure of communication in early language development. New York: Academic Press.
Guerriero, A. M. S., Cooper, A., Oshima-Takane, Y., & Kuriyama, Y. (2006). The development of referential choice in English and Japanese: A discourse–pragmatic perspective. Journal of Child Language, 33, 823–857.
Gundel, J., Hedberg, N., & Zacharski, R. (1993). Cognitive status and the form of referring expressions in discourse. Language, 69, 274–307.
Hickmann, M., & Hendriks, H. (1999). Cohesion and anaphora in children's narratives: A comparison of English, French, German and Chinese. Journal of Child Language, 26, 419–452.
Hughes, M., & Allen, S. (2009). Child-directed speech and the development of referential choice in child English. Paper presented at the Biennial Conference of the Society for Research in Child Development, Denver, CO.
Hurewitz, F., Brown-Schmidt, S., Thorpe, K., Gleitman, L., & Trueswell, J. (2000). One frog, two frog, red frog, blue frog: Factors affecting children's syntactic choices in production and comprehension. Journal of Psycholinguistic Research, 29, 597–626.
Hyams, N., & Wexler, K. (1993). On the grammatical basis of null subjects in child language. Linguistic Inquiry, 24, 421–459.
Ibbotson, P., Theakston, A. L., Lieven, E. V. M., & Tomasello, M. (2011). The role of pronoun frames in early comprehension of transitive constructions in English. Language Learning and Development, 7, 24–39.
Jaeger, T. F. (2008). Categorical data analysis: Away from ANOVAs (transformation or not) and towards logit mixed models. Journal of Memory and Language, 59, 434–446.
Kail, M., & Hickmann, M. (1992). French children's ability to introduce referents in narratives as a function of mutual knowledge. First Language, 12, 73–94.
Kidd, E. J., Brandt, S., Lieven, E. V. M., & Tomasello, M. (2007). Object relatives made easy: A crosslinguistic comparison of the constraints influencing young children's processing of relative clauses. Language and Cognitive Processes, 22, 860–897.
Kidd, E. J., Lieven, E. V. M., & Tomasello, M. (2006). Examining the role of lexical frequency in children's acquisition and processing of sentential complements. Cognitive Development, 21, 93–107.
MacWhinney, B., Bates, E., & Kliegl, R. (1984). Cue validity and sentence interpretation in English, German, and Italian. Journal of Verbal Learning and Verbal Behavior, 23, 127–150.
Matthews, D., Lieven, E. V. M., Theakston, A. L., & Tomasello, M. (2006). The effect of perceptual availability and prior discourse on young children's use of referring expressions. Applied Psycholinguistics, 27, 403–422.
Matthews, D., Lieven, E. V. M., & Tomasello, M. (2007). How toddlers and preschoolers learn to uniquely identify referents. Child Development, 78, 1744–1759.
Nadig, A. S., & Sedivy, J. C. (2002). Evidence of perspective-taking constraints in children's on-line reference resolution. Psychological Science, 13, 329–336.
Narasimhan, B., Budwig, N., & Murty, L. (2005). Argument realization in Hindi child–caregiver discourse. Journal of Pragmatics, 37, 461–495.
Orsolini, M., Rossi, F., & Pontecorvo, C. (1996). Re-introduction of referents in Italian children's narratives. Journal of Child Language, 23, 465–486.
Paradis, J., & Navarro, S. (2003). Subject realization and crosslinguistic interference in the bilingual acquisition of Spanish and English: What is the role of the input? Journal of Child Language, 30, 1–23.
Pechmann, T., & Deutsch, W. (1982). The development of verbal and nonverbal devices for reference. Journal of Experimental Child Psychology, 34, 330–341.
Prat-Sala, M., & Hahn, U. (2007). Catalan children's sensitivity to the discourse constraints imposed by different kinds of question. Language Learning, 57, 443–467.
Radford, A. (1990). Syntactic theory and the acquisition of English syntax: The nature of early child grammars of English. Oxford: Blackwell.
Rowland, C. F., & Noble, C. H. (in press). The role of syntactic structure in children's sentence comprehension: Evidence from the dative. Language Learning and Development.
Rozendaal, M., & Baker, A. (2009). The acquisition of reference: Pragmatic aspects and the influence of language input. Journal of Pragmatics, 42, 1866–1879.
Salomo, D., Lieven, E. V. M., & Tomasello, M. (2010). Young children's sensitivity to new and given information when answering predicate-focus questions. Applied Psycholinguistics, 31, 101–115.
Savage, C., Lieven, E., Theakston, A., & Tomasello, M. (2003). Testing the abstractness of young children's linguistic representations: Lexical and structural priming of syntactic constructions? Developmental Science, 6, 557–567.
Serratrice, L. (2005). The role of discourse pragmatics in the acquisition of subjects in Italian. Applied Psycholinguistics, 26, 437–462.
Serratrice, L. (2008). The role of discourse and perceptual cues in the choice of referential expressions in English preschoolers, school-age children, and adults. Language Learning and Development, 4, 309–332.
Serratrice, L., Sorace, A., & Paoli, S. (2004). Crosslinguistic influence at the syntax–pragmatics interface: Subjects and objects in English–Italian bilingual and monolingual acquisition. Bilingualism: Language and Cognition, 7, 183–205.
Skarabela, B. (2007). Signs of early social cognition in children's syntax: The case of joint attention in argument realization in child Inuktitut. Lingua, 117, 1837–1857.
Skarabela, B., & Allen, S. E. M. (2002). The role of joint attention in argument realization in child Inuktitut. In Skarabela, B., Fish, S. A., & Do, A. H.-J. (Eds.), Proceedings of the 26th Annual Boston University Conference on Language Development (pp. 620–630). Somerville, MA: Cascadilla Press.
Song, H., & Fisher, C. (2007). Discourse prominence effects on 2.5-year-old children's interpretation of pronouns. Lingua, 117, 1959–1987.
Theakston, A., & Rowland, C. (2009). The acquisition of auxiliary syntax: A longitudinal elicitation study. Part 1: Auxiliary BE. Journal of Speech, Language, and Hearing Research, 52, 1149–1470.
Theakston, A. L., Lieven, E. V. M., Pine, J. M., & Rowland, C. F. (2005). The acquisition of auxiliary syntax: BE and HAVE. Cognitive Linguistics, 16, 247–277.
Tomasello, M. (2003). Constructing a language: A usage-based theory of language acquisition. Cambridge, MA: Harvard University Press.
Valian, V. (1991). Syntactic subjects in the early speech of American and Italian children. Cognition, 40, 21–81.
Warden, D. A. (1976). The influence of context on children's use of identifying expressions and references. British Journal of Psychology, 67, 101–112.
Wittek, A., & Tomasello, M. (2005). Young children's sensitivity to listener knowledge and perceptual context in choosing referring expressions. Applied Psycholinguistics, 26, 541–558.
Wong, A. M. Y., & Johnstone, J. R. (2004). The development of discourse referencing in Cantonese-speaking children. Journal of Child Language, 31, 633–660.