Abutalebi J., & Green D. W. (2007). Bilingual language production: The neurocognition of language representation and control. Journal of Neurolinguistics, 20, 242–275.
Ameel E., Malt B. C., Storms G., & Van Assche F. (2009). Semantic convergence in the bilingual lexicon. Journal of Memory and Language, 60 (2), 270–290.
Ameel E., Storms G., Malt B. C., & Sloman S. A. (2005). How bilinguals solve the naming problem. Journal of Memory and Language, 53, 60–80.
Baillargeon R. (1987). Object permanence in 3.5- and 4.5-month-old infants. Developmental Psychology, 23, 655–664.
Berman R. A. & Slobin D. I. (1994). Narrative structure. In Berman R. A. & Slobin D. I. (eds.), Relating events in narrative: A crosslinguistic developmental study, pp. 39–84. Hillsdale, NJ: Lawrence Erlbaum.
Bowerman M. (1982). Starting to talk worse: Clues to language acquisition from children's late speech errors. In Strauss S. & Stavy R. (eds.), U-shaped behavioral growth, pp. 101–145. New York: Academic Press.
Bowerman M. (1996a). Learning how to structure space for language: A crosslinguistic perspective. In Bloom P., Peterson M. A., Nadel L. & Garrett M. F. (eds.), Language and space, pp. 385–436. Cambridge, MA: MIT Press.
Bowerman M. (1996b). The origins of children's spatial semantic categories: Cognitive versus linguistic determinants. In Gumperz & Levinson (eds.), pp. 27–63.
Bowerman M., & Choi S. (2001). Shaping meanings for language: Universal and language-specific in the acquisition of spatial semantic categories. In Bowerman M. & Levinson S. C. (eds.), Language acquisition and conceptual development, pp. 475–511. Cambridge: Cambridge University Press.
Brown A., & Gullberg M. (2008). Bidirectional crosslinguistic influence in L1–L2 encoding of manner in speech and gesture. Studies in Second Language Acquisition, 30, 225–251.
Carey S. (2001). Bridging the gap between cognition and developmental neuroscience: The example of number representation. In Nelson C. A. & Luciana M. (eds.), The handbook of developmental cognitive neuroscience, pp. 415–432. Cambridge, MA: MIT Press.
Choi S. (2006). Influence of language-specific input on spatial cognition: Categories of containment. First Language, 26 (2), 207–232.
Choi S. (2009). Typological differences in syntactic expressions of path and causation. In Gathercole (ed.), pp. 169–194.
Clark E. V. (1993). The lexicon in acquisition. Cambridge: Cambridge University Press.
Costa A., Colomé À., & Caramazza A. (2000). Lexical access in speech production: The bilingual case. Psicológica, 21, 403–437.
Croft W., & Cruse D. A. (2004). Cognitive linguistics. Cambridge: Cambridge University Press.
de León L. (2009). Mayan semantics in early lexical development: The case of the Tzotzil verbs for ‘eating’ and ‘falling down’. In Gathercole (ed.), pp. 69–94.
Dijkstra T., & van Hell J. G. (2003). Testing the Language Mode Hypothesis using trilinguals. International Journal of Bilingual Education and Bilingualism, 6, 2–16.
Dijkstra T., & Van Heuven W. J. B. (1998). The BIA-model and bilingual word recognition. In Grainger J. & Jacobs A. (eds.), Localist connectionist approaches to human cognition, pp. 189–225. Mahwah, NJ: Lawrence Erlbaum.
Dong Y., Gui S., & MacWhinney B. (2005). Shared and separate meanings in the bilingual mental lexicon. Bilingualism: Language and Cognition, 8 (3), 221–238.
Döpke S. (1998). Competing language structures: The acquisition of verb placement by bilingual German–English children. Journal of Child Language, 25, 555–584.
Döpke S. (2000). The interplay between language-specific development and crosslinguistic influence. In Döpke S. (ed.), Cross-linguistic structures in simultaneous bilingualism, pp. 79–103. Amsterdam: John Benjamins.
Dromi E. (1987). Early lexical development. London: Cambridge University Press.
Dromi E. (2009). Old data – new eyes: Theories of word meaning acquisition. In Gathercole (ed.), pp. 39–59.
Dunn L., Dunn L., & Whetton C. (1982). British Picture Vocabulary Scale. London: NFER- Nelson.
Dunn L., Padilla E., Lugo D., & Dunn L. (1986). Test de Vocabulario en Imágenes Peabody – Adaptación Hispanoamericana [Peabody Picture Vocabulary Test – Latin American adaptation]. Circle Pines, MN: American Guidance Service.
Elston-Güttler K., & Williams J. N. (2008). L1 polysemy affects L2 meaning interpretation: Evidence for L1 concepts active during L2 reading. Second Language Research, 24, 167–187.
Gathercole V. C. M. (2006). Introduction to Special Issue: Language-specific influences on acquisition and cognition. First Language, 26 (1), 5–17.
Gathercole V. C. M. (2007). Miami and North Wales, so far and yet so near: Constructivist account of morpho-syntactic development in bilingual children. International Journal of Bilingual Education and Bilingualism, 10, 224–247.
Gathercole V. C. M. (2009a). All categories are not created equally: Semantic interaction effects in bilinguals. Presented at Symposium on Bilingual Development: The Acquisition of Form and Meaning, XIV European Conference on Developmental Psychology, August 18–22, 2009, Vilnius, Lithuania.
Gathercole V. C. M. (2009b). “It was so much fun. It was 20 fun!” Cognitive and linguistic invitations to the development of scalar predicates. In Gathercole (ed.), pp. 319–443.
Gathercole V. C. M. (ed.) (2009c). Routes to language: Studies in honor of Melissa Bowerman. New York: Psychology Press.
Gathercole V. C. M., & Min H. (1997). Word meaning biases or language-specific effects? Evidence from English, Spanish, and Korean. First Language, 17, 31–56.
Gathercole V. C. M., Moawad R. A., Stadthagen-González H., Thomas E. M., Pérez Tattam R., Yavas F., Campusano G., Morrish H., & Tomos H. (2009). The semantics–cognition interface in bilingual systems: Not all words are created equally. Presented at Conference on Mind–Context Divide: Language Acquisition & Interfaces of Cognitive-Linguistic Modules, April 30–May 2, 2009, Iowa City, IO.
Gathercole V. C. M., Thomas E. M., & Evans D. (2000). What's in a noun? Welsh-, English-, and Spanish-speaking children see it differently. First Language, 20, 55–90.
Gopnik A., & Choi S. (1990). Do linguistic differences lead to cognitive differences? A cross-linguistic study of semantic and cognitive development. First Language, 10, 199–215.
Green D. W. (1998). Mental control of the bilingual lexico-semantic system. Bilingualism: Language and Cognition, 1, 77–82.
Grosjean F. (1998). Studying bilinguals: Methodological and conceptual issues. Bilingualism: Language and Cognition, 1, 131–149.
Grosjean F. (2001). The bilingual's language modes. In Nicol J. L. (ed.), One mind, two languages: Bilingual language processing, pp. 1–22. Oxford: Blackwell.
Gumperz J. J., & Levinson S. C. (eds.) (1996). Rethinking linguistic relativity. Cambridge: Cambridge University Press.
Hampton J. A. (2007). Typicality, graded membership, and vagueness. Cognitive Science, 31, 355–384.
Han Z. (2004). Fossilization in adult second language acquisition. Clevedon: Multilingual Matters.
Hernandez A., Li P., & MacWhinney B. (2005). The emergence of competing modules in bilingualism. Trends in Cognitive Sciences, 9 (5), 220–225.
Hohenstein J., Naigles L., & Eisenberg A. (2004). Keeping verb acquisition in motion: A comparison of English and Spanish. In Hall G. & Waxman S. (eds.), Weaving a lexicon, pp. 569–602. Cambridge, MA: MIT Press.
Hulk A., & Müller N. (2000). Bilingual first language acquisition at the interface between syntax and pragmatics. Bilingualism: Language and Cognition, 3 (3), 227–244.
Imai M., & Gentner D. (1997). A crosslinguistic study of early word meaning: Universal ontology and linguistic influence. Cognition, 62, 169–200.
Jarvis S., & Pavlenko A. (2008). Crosslinguistic influence in language and cognition. New York: Routledge.
Jiang N. (2000). Lexical representation and development in a second language. Applied Linguistics, 21 (1), 47–77.
Jiang N. (2002). Form–meaning mapping in vocabulary acquisition in a second language. Studies in Second Language Acquisition, 24, 617–638.
Jiang N. (2004). Semantic transfer and its implications for vocabulary teaching in a second language. Modern Language Journal, 88, 416–432.
Juffs A. (2009). Second language acquisition of the lexicon. In Ritchie W. C. & Bhatia T. K. (eds.), The new handbook of second language acquisition, pp. 181–209. Bingley: Emerald.
Karmiloff-Smith A. (1977). More about the same: Children's understanding of post-articles. Journal of Child Language, 4, 377–394.
Kellerman E. (1978). Giving learners a break: Native language intuitions as a source of predictions about transferability. Working Papers in Bilingualism, 15, 59–92.
Kellerman E. (1979). Transfer and nontransfer: Where we are now. Studies in Second Language Acquisition, 2 (1), 37–59.
Kellerman E. (1983). Now you see it, now you don't. In Gass S. & Selinker L. (eds.), Language transfer in language learning, pp. 112–134. Rowley, MA: Newbury House.
Kroll J. F., & Curley J. (1988). Lexical memory in novice bilinguals: The role of concepts in retrieving second language words. In Gruneberg M., Morris P. & Sykes R. (eds.), Practical aspects of memory, vol. 2, pp. 389–395. London: John Wiley, & Sons.
Kroll J. F., & Stewart E. (1994). Category interference in translation and picture naming: Evidence for asymmetric connections between bilingual memory representations. Journal of Memory and Language, 33, 149–174.
Lakoff G. (1987). Women, fire, and dangerous things. Chicago: The University of Chicago Press.
Langacker R. (1986). Foundations of Cognitive Grammar. Palo Alto, CA: Stanford University Press.
Li P. (2009). Meaning in acquisition: Semantic structure, lexical organization, and crosslinguistic variation. In Gathercole (ed.), pp. 257–283.
Lucy J. A. (1992). Grammatical categories and cognition: A case study of the linguistic relativity hypothesis. Cambridge: Cambridge University Press.
Lucy J. A. (1996). The scope of linguistic relativity: An analysis and review of empirical research. In Gumperz & Levinson (eds.), pp. 37–69.
Malt B. C., & Sloman S. A. (2003). Linguistic diversity and object naming by non-native speakers of English. Bilingualism: Language and Cognition, 6, 47–67.
Malt B. C., Sloman S. A., & Gennari S. P. (2003). Universality and language specificity in object naming. Journal of Memory and Language, 29, 20–42.
Markman E. M. (1991). The whole object, taxonomic, and mutual exclusivity assumptions as initial constraints on word meanings. In Byrnes J. P. & Gelman S. A. (eds.), Perspectives on language and cognition: Interrelations in development, pp. 72–106. Cambridge: Cambridge University Press.
McCune L. (2006). Dynamic event words: From common cognition to varied linguistic expression. First Language, 26 (2), 233–255.
Meisel J. M. (1989). Early differentiation of languages in bilingual children. In Hyltenstam K. & Obler L. (eds.), Bilingualism across the lifespan: Aspects of acquisition, maturity, and loss, pp. 13–40. Cambridge: Cambridge University Press.
Meisel J. M. (2001). The simultaneous acquisition of two first languages: Early differentiation and subsequent development of grammars. In Cenoz J. & Genesee F. (eds.), Trends in bilingual acquisition, pp. 11–41. Amsterdam: John Benjamins.
Narasimhan B., & Brown P. (2009). Getting the INSIDE story: Learning to express containment in Tzeltal and Hindi. In Gathercole (ed.), pp. 97–132.
Odlin T. (1992). Transferability and linguistic substrates. Second Language Research, 8 (3), 171–202.
Paradis J., & Genesee F. (1996). Syntactic acquisition: Autonomous or interdependent? Studies in Second Language Acquisition, 18, 1–25.
Paradis M. (1997). The cognitive neuropsychology of bilingualism. In De Groot A. M. B. & Kroll J. F. (eds.), Tutorials in bilingualism: Psycholinguistic perspectives, pp. 331–354. Mahwah, NJ: Lawrence Erlbaum.
Pavlenko A. (1999). New approaches to concepts in bilingual memory. Bilingualism: Language and Cognition, 2 (3), 209–230.
Pavlenko A. (2003). Eyewitness memory in late bilinguals: Evidence for discursive relativity. International Journal of Bilingualism, 7 (3), 257–281.
Pavlenko A. (2009). Conceptual representation in the bilingual lexicon and second language vocabulary learning. In Pavlenko A. (ed.), The bilingual mental lexicon: Interdisciplinary approaches, pp. 125–160. Clevedon: Multilingual Matters.
Prior A., MacWhinney B., & Kroll J. F. (2007). Translation norms for English and Spanish: The role of lexical variables, word class, and L2 proficiency in negotiating translation ambiguity. Behavior Research Methods, 39, 1029–1038.
Slobin D. I. (1996). From “thought and language” to “thinking for speaking”. In Gumperz & Levinson (eds.), pp. 70–96.
Slobin D. I. (2009). Relations between paths of motion and paths of vision: A crosslinguistic and developmental exploration. In Gathercole (ed.), pp. 197–222.
Smith L. (1999). Children's noun learning: How general learning processes make specialized learning mechanisms. In MacWhinney B. (ed.), The emergence of language, pp. 277–303. Mahwah, NJ: Lawrence Erlbaum.
Spelke E. S. (1990). Principles of object perception. Cognitive Science, 14, 29–56.
Spelke E. S., Breinlinger J., Macomber J., & Jacobson K. (1992). Origins of knowledge. Psychological Review, 99, 605–632.
Stadthagen-González H., Pérez Tattam R., Yavas F., & Campusano G. (2009). Language dominance and interaction of LA and LB in Spanish–English adults in Miami. Presented at Colloquium on The Semantics–Cognition Interface in Bilinguals: Interaction Effects, Direction of Influence, Age of Acquisition, and Language Dominance, ISB7; July 8–11, 2009, Utrecht, The Netherlands.
Tokowicz N., Kroll J. F., De Groot A. M. B., & van Hell J. G. (2002). Number of translation norms for Dutch–English translation pairs: A new tool for examining language production. Behavior Research Methods, Instruments, and Computers, 34, 435–451.
Waxman S. R., & Kosowski T. D. (1990). Nouns mark category relations: Toddlers’ and preschoolers’ word-learning biases. Child Development, 61, 1461–1473.
Weist R. M. (2008). One-to-one mapping of temporal and spatial relations. In Guo J., Lieven E., Ervin-Tripp S., Budwig N., Őzçalişkan S. & Nakamura K. (eds.), Crosslinguistic approaches to the psychology of language: Research in the tradition of Dan Isaac Slobin, pp. 69–80. Hillsdale, NJ: Lawrence Erlbaum.
Weist R. M. (2009). Children think and talk about time and space. In Łobacz P., Nowak P. & Zabrocki W. (eds.), Language, science, and culture. Poznań: Wydawnictwo Naukowe UAM.
Wexler K., & Manzini M. R. (1987). Parameters and learnability in binding theory. In Roeper T. & Williams E. (eds.), Parameter setting, pp. 41–76. Dordrecht: Reidel.
Wittgenstein L. (1953/2001). Philosophical investigations. Oxford: Blackwell.
Wolff P., & Ventura T. (2009). When Russians learn English: How the semantics of causation may change. Bilingualism: Language and Cognition, 12 (2), 153–176.
Wynn K. (1996). Infants’ individuation and enumeration of physical actions. Psychological Science, 7, 164–169.
Xu F., & Carey S. (1996). Infants’ metaphysics: The case of numerical identity. Cognitive Psychology, 30, 111–153.
Zhao X., & Li P. in press. Bilingual lexical interactions in an unsupervised neural network model. International Journal of Bilingual Education and Bilingualism.
