21 results
How does linguistic context influence word learning?
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- Journal of Child Language / Volume 50 / Issue 6 / November 2023
- Published online by Cambridge University Press:
- 20 June 2023, pp. 1374-1393
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Contributions of Abstract Extratextual Talk and Interactive Style to Preschoolers’ Vocabulary Development
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- Journal of Child Language / Volume 50 / Issue 1 / January 2023
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- 18 November 2021, pp. 198-213
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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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Teaching the unlearnable: a training study of complex yes/no questions
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- Language and Cognition / Volume 12 / Issue 2 / June 2020
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- 07 April 2020, pp. 385-410
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Story choice matters for caregiver extra-textual talk during shared reading with preschoolers
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- Journal of Child Language / Volume 47 / Issue 3 / May 2020
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- 03 December 2019, pp. 633-654
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Developmental psycholinguistics teaches us that we need multi-method, not single-method, approaches to the study of linguistic representation
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- Behavioral and Brain Sciences / Volume 40 / 2017
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- 10 November 2017, e308
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Authors' response
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- Journal of Child Language / Volume 42 / Issue 2 / March 2015
- Published online by Cambridge University Press:
- 03 February 2015, pp. 316-322
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The ubiquity of frequency effects in first language acquisition*
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- Journal of Child Language / Volume 42 / Issue 2 / March 2015
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- 03 February 2015, pp. 239-273
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Prediction in processing is a by-product of language learning
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- Behavioral and Brain Sciences / Volume 36 / Issue 4 / August 2013
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- 24 June 2013, pp. 350-351
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The effect of sampling on estimates of lexical specificity and error rates
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- Journal of Child Language / Volume 33 / Issue 4 / November 2006
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- 08 November 2006, pp. 859-877
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Comparing different accounts of inversion errors in children's non-subject wh-questions: ‘What experimental data can tell us?’
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- Journal of Child Language / Volume 33 / Issue 3 / August 2006
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- 21 August 2006, pp. 519-557
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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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Testing the Agreement/Tense Omission Model: why the data on children's use of non-nominative 3psg subjects count against the ATOM
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- Journal of Child Language / Volume 32 / Issue 2 / May 2005
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- 14 June 2005, pp. 269-289
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Semantic generality, input frequency and the acquisition of syntax
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- Journal of Child Language / Volume 31 / Issue 1 / February 2004
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- 23 February 2004, pp. 61-99
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CLARK, E. V., First language acquisition. Cambridge: Cambridge University Press, 2003. Pp. xvi+515. ISBN 0521629977.
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- Journal of Child Language / Volume 30 / Issue 4 / November 2003
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- 11 November 2003, pp. 931-935
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Determinants of acquisition order in wh-questions: re-evaluating the role of caregiver speech
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- Journal of Child Language / Volume 30 / Issue 3 / August 2003
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- 07 August 2003, pp. 609-635
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The development of inversion in wh-questions: a reply to Van Valin
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- Journal of Child Language / Volume 30 / Issue 1 / February 2003
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- 17 March 2003, pp. 197-212
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Going, going, gone: the acquisition of the verb ‘go’
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- Journal of Child Language / Volume 29 / Issue 4 / November 2002
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- 21 November 2002, pp. 783-811
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The role of performance limitations in the acquisition of verb-argument structure: an alternative account
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- Journal of Child Language / Volume 28 / Issue 1 / February 2001
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- 20 March 2001, pp. 127-152
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Subject–auxiliary inversion errors and wh-question acquisition: ‘what children do know?’
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- Journal of Child Language / Volume 27 / Issue 1 / February 2000
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- 01 February 2000, pp. 157-181
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