Show Summary Details

Page of

PRINTED FROM OXFORD HANDBOOKS ONLINE (www.oxfordhandbooks.com). © Oxford University Press, 2018. All Rights Reserved. Under the terms of the licence agreement, an individual user may print out a PDF of a single chapter of a title in Oxford Handbooks Online for personal use (for details see Privacy Policy and Legal Notice).

date: 23 August 2019

(p. 817) References

(p. 817) References

Abbot-Smith, K. and Behrens, H. (2006). How known constructions influence the acquisition of other constructions: The German passive and future constructions. Cognitive Science, 30: 995–1026.Find this resource:

Abbot-Smith, K., Lieven, E., and Tomasello, M. (2001). What pre-school children do and do not do with ungrammatical word orders. Cognitive Development, 16: 679–92.Find this resource:

Abdulkarim, L. and Roeper, T. (1997). Economy of representation: Ellipsis and NP reconstructions. In R. Shillcock (ed.), Language Acquisition: Knowledge representation and processing. Edinburgh, UK: Human Communication Research Center.Find this resource:

Abels, Klaus (2003). Successive cyclicity, anti-locality, and adposition stranding. Unpublished Ph.D. thesis, University of Connecticut.Find this resource:

Abercrombie, D. (1967). Elements of General Phonetics. Edinburgh: University of Edinburgh Press.Find this resource:

Abney, S. (1987). The English noun phrase in its sentential aspect. Unpublished Ph.D. thesis, MIT.Find this resource:

Abney, Steven (1996). Statistical methods and linguistics. In J. L. Klavans and P. Resnik (eds), The Balancing Act: Combining symbolic and statistical approaches to language. Cambridge, MA: MIT Press, 1–26.Find this resource:

Abrahams, B. S., Tentler, D., Perederiy, J. V., Oldham, M. C., Coppola, G., and Geschwind, D. H. (2007). Genome-wide analysis of human perisylvian cerebral cortical patterning. Proceedings of the National Academy of Sciences, 104: 17849–54.Find this resource:

Abramson, Arthur S. and Lisker, Leigh (1970). Discriminability along the voicing continuum: Cross-language tests. In Proceedings of Sixth International Conference of Phonetic Sciences, 569–73.Find this resource:

Ackerman, B. (1981). When is a question not answered? The understanding of young children of utterances violating or conforming to the rules of conversational sequencing. Journal of Experimental Child Psychology, 31: 487–507.Find this resource:

Adam, Galit (2002). From variable to optimal grammar: Evidence from language acquisition and language change. Unpublished Ph.D. thesis, Tel-Aviv University.Find this resource:

Adam, Galit and Bat-El, Outi (2008). The Trochaic bias is universal: Evidence from Hebrew. In Anna Gavarró and M. Joao Freitas (eds), Language Acquisition and Development: Proceedings of GALA 2007. Cambridge: Scholars Publishing, 12–24.Find this resource:

Adani, F. (2009). Re-thinking the acquisition of relative clauses in Italian: Towards a grammatically-based account. Journal of Child Language, 22: 1–25.Find this resource:

Adger, D. (2003). Core Syntax: A minimalist approach. Oxford: Oxford University Press.Find this resource:

Adone, D. (2012). The Acquisition of Creole Language: How children surpass their input. New York: Cambridge University Press.Find this resource:

Aguado-Orea, J. J. (2004). The acquisition of morpho-syntax in Spanish: Implications for current theories of development. Unpublished Ph.D. thesis, University of Nottingham.Find this resource:

(p. 818) Akaike, H. (1974). A new look at the statistical model identification. IEEE Transactions on Automatic Control, 19(6): 716–23.Find this resource:

Akers, Crystal (2011). Simultaneous learning of hidden linguistic structures. Unpublished Ph.D. thesis, Rutgers University.Find this resource:

Akhtar, N. (1999). Acquiring basic word order: Evidence for data-driven learning of syntactic structure. Journal of Child Language, 26: 339–56.Find this resource:

Akhtar, N. and Tomasello, M. (1997). Young children’s productivity with word order and verb morphology. Developmental Psychology, 33: 952–65.Find this resource:

Aksu-Koç, Ayhan (1988). The Acquisition of Aspect and Modality: The case of past reference in Turkish. Cambridge: Cambridge University Press.Find this resource:

Aksu-Koç, A., Avci, G., Aydin, C., Sefer, N., and Yasa, Y. (2005). The relation between mental verbs and ToM performance: Evidence from Turkish children. Paper presented at the IASCL Convention, Berlin, July.Find this resource:

Alarcon, M., Abrahams, B. S., Stone, J. L., Duvall, J. A., Perederiy, J. V., Bomar, J. M., Sebat, J., Wigler, M., Martin, C. L., Ledbetter, D.H., Nelson, S. F., Cantor, R. M., and Geschwind, D. H. (2008). Linkage, association, and gene-expression analysis identify CNTNAP2 as an autism-susceptibility gene. American Journal of Human Genetics, 82: 150–9.Find this resource:

Albright, Adam (2002). The identification of bases in morphological paradigms. Unpublished Ph.D. thesis, UCLA.Find this resource:

Albright, Adam (2007). How many grammars am I holding up? In Charles B. Chang and Hannah J. Haynie (eds), Proceedings of WCCFL26. Somerville MA: Cascadilla Press, 1–20.Find this resource:

Albright, Adam and Hayes, Bruce (2002). Modeling English past tense intuitions with minimal generalization. In Michael Maxwell (ed.), Proceedings of the Sixth Meeting of the ACL Special Interest Group in Computational Phonology (SIGPHON). Philadelphia: ACL.Find this resource:

Albright, Adam and Hayes, Bruce (2003). Rules vs. analogy in English past tenses: A computational/experimental study. Cognition, 90: 119–61.Find this resource:

Albright, Adam and Hayes, Bruce (2011). Learning and learnability in phonology. In John A. Goldsmith, Jason Riggle, and Alan C. Yu (eds), The Handbook of Phonological Theory. Malden, MA: Wiley-Blackwell, 661–90.Find this resource:

Albright, Adam, Magri, Giorgio and Michaels, Jennifer (2008). Modeling doubly marked lags with a split additive model. In Harvey Chan, Heather Jacob, and Enkeleida Kapia (eds), BUCLD 32: Proceedings of the 32nd Annual Boston University Conference on Language Development. Somerville, MA: Cascadilla Press, 36–47.Find this resource:

Alderete, John and Tesar, Bruce (2002). Learning covert phonological interaction: An analysis of the problem posed by the interaction of stress and epenthesis. Unpublished manuscript, Rutgers University, New Brunswick, NJ.Find this resource:

Alderete, John, Brasoveanu, Adrian, Merchant, Nazarré, Prince, Alan and Tesar, Bruce (2005). Contrast analysis aids the learning of phonological underlying forms. In John Alderete, Chung-hye Han, and Alexei Kochetov (eds), Proceedings of the 24th West Coast Conference on Formal Linguistics. Somerville, MA: Cascadilla Proceedings Project, 34–42.Find this resource:

Alegre, Maria A. and Peter Gordon. (1996). Red rats eater exposes recursion in children’s word formation. Cognition, 60(1): 65–82.Find this resource:

Aleksandrov, Aleksandr (1883). Detskaja reč’. Russkij Filosofskij Vestnik X: 86–120.Find this resource:

Alexiadou, Artemis (2001). Functional structure in Nominals: Nominalization, and ergativity. Amsterdam: John Benjamins.Find this resource:

Alishahi, A. and Stevenson, S. (2008). A computational model for early argument structure acquisition. Cognitive Science, 32(5): 789–834.Find this resource:

(p. 819) Alishahi, A. and Stevenson, S. (2010). Learning general properties of semantic roles from usage data: A computational model. Language and Cognitive Processes, 25(1): 50–93.Find this resource:

Allen, G. D. and Hawkins, S. (1978). The development of phonological rhythm. In A. Bell and J. Hooper (eds), Syllables and Segments. New York: Elsevier, 173–85.Find this resource:

Allen, Margaret. (1978). Morphological investigations. Unpublished Ph.D. thesis, University of Connecticut.Find this resource:

Allen, S. E. M. (1996). Aspects of Argument Structure Acquisition in Inuktitut. Amsterdam: John Benjamins.Find this resource:

Allen, S. E. M. (2000). A discourse-pragmatic explanation for argument representation in child Inuktitut. Linguistics, 38: 483–521.Find this resource:

Allen, S. E. M. (2008). Interacting pragmatic influences on children’s argument realization. In M. Bowerman and P. Brown (eds), Cross-linguistic Perspectives on Argument Structure. New York, NY: Lawrence Erlbaum Associates, 191–211.Find this resource:

Allen, S. and Crago, M. (1996). Early passive acquisition in Inuktitut. Journal of Child Language, 23: 129–55.Find this resource:

Allen-Brady, K., Miller, J., Matsunami, N., Stevens, J., Block, H., Farley, M., Krasny, L., Pingree, C., Lainhart, J., Leppert, M., McMahon, W. M. and Coon, H. (2009). A high-density SNP genome-wide linkage scan in a large autism extended pedigree. Molecular Psychiatry, 14: 590–600.Find this resource:

Altvater-Mackensen, Nicole, and Fikkert, Paula (2010). The acquisition of the stop-fricative contrast in perception and production. Lingua, 120: 1898–909.Find this resource:

Amaral, P. (2010). Almost means “less than”: Preschoolers’ comprehension of scalar adverbs. Poster presented at BUCLD 34. In J. Chandlee, K. Franich, K. Iserman, and L. Keil (eds), Supplemental Online Proceedings.Find this resource:

Amaral, L. and Roeper, T. (2014). Multiple grammars and second language representation. Second Language Research, 30(1): 3–36.Find this resource:

Ambridge, B. and Rowland, C. (2009). Predicting children’s errors with negative questions: Testing a schema-combination account. Cognitive Linguistics, 20(2): 225–66.Find this resource:

Ambridge, B., Pine, J. M., Rowland, C. F., and Young, C. R. (2008). The effect of verb semantic class and verb frequency (entrenchment) on children’s and adults’ graded judgements of argument-structure overgeneralization errors. Cognition, 106(1): 87–129.Find this resource:

Ambridge, B., Pine, J. M., Rowland, C. F., Jones, R. L, and Clark, V. (2009). A semantics-based approach to the “no negative-evidence” problem. Cognitive Science, 33(7): 1301–16.Find this resource:

Ambridge, B., Pine, J. M., and Rowland, C. F. (2011). Children use verb semantics to retreat from overgeneralization errors: A novel verb grammaticality judgment study. Cognitive Linguistics, 22: 303–23.Find this resource:

Andersen, Roger, and Yasuhiro, Shirai (1996). The primacy of aspect in first and second language acquisition: The pidgin-creole connection. In W. C. Ritchie and T. K. Bhatia (eds), Handbook of Second Language Acquisition. San Diego: Academic Press, 527–70.Find this resource:

Anderson, J. R. (1990). The Adaptive Character of Thought. Hillsdale, NJ: Erlbaum.Find this resource:

Anderson, Raquel T. (2002). Onset clusters and the sonority sequencing principle in Spanish: A treatment efficacy study. In F. Windsor, M. L. Kelly, and N. Hewitt (eds), Investigations in Clinical Phonetics and Linguistics. Mahwah, NJ: Erlbaum, 213–24.Find this resource:

Anderson, Stephen R. (1981). Why phonology isn’t natural. Linguistic Inquiry, 12: 493–539.Find this resource:

Angluin, Dana (1980). Inductive inference of formal languages from positive data. Information Control, 45: 117–35.Find this resource:

Angluin, Dana (1982). Inference of reversible languages. Journal for the Association of Computing Machinery, 29: 741–65.Find this resource:

(p. 820) Angluin, Dana (1988a). Queries and concept learning. Machine Learning, 2: 319–42.Find this resource:

Angluin, Dana (1988b). Identifying languages from stochastic examples. Tech. Rep. 614, New Haven, CT: Yale University Press.Find this resource:

Angluin, Dana (1990). Negative results for equivalence queries. Machine Learning, 5: 121–50.Find this resource:

Angluin, Dana and Laird, Philip (1988). Learning from noisy examples. Machine Learning, 2: 343–70.Find this resource:

Anisfield, M. and Gordon, M. (1968). On the psychophonological structure of English inflectional rules. Journal of Verbal Learning and Verbal Behavior, 7: 973–9.Find this resource:

Anthoni, H., Sucheston, L. E., Lewis, B. A., Tapia-Paez, I., Fan, X., Zucchelli, M., Taipale, M., Stein, C. M., Hokkanen, M.-E., Castren, E., Pennington, B. F., Smith, S. D., Olson, R. K., Tomblin, J. B., Schulte-Korne, G., Nothen, M., Schumacher, J., Muller-Myhsok, B., Hoffman, P., Gilger, J. W., Hynd, G. W., Nopola-Hemmi, J., Leppanen, P. H. T., Lyytinen, H., Schoumans, J., Nordenskjold, M., Spencer, J., Stanic, D., Boon, W. C., Simpson, E., Makela, S., Gustaffson, J.-A., Peyrard-Janvid, M., Iyengar, S., and Kere, J. (2012). The aromatase gene CYP19A1: Several genetic and functional lines of evidence supporting a role in reading, speech, and language. Behavior Genetics, 42: 509–27.Find this resource:

Anthoni, H., Zucchelli, M., Matsson, H., Muller-Myshok, B., Fransson, I., Schumacher, J., Masinen, S., Onkamo, P., Warnke, A., Griesemann, H., Hoffmann, P., Nopola-Hemmi, J., Lyytinen, H., Schulte-Korne, G., Kere, J., Nothen, M. M., and Peyrard-Janvid, M. (2007). A locus on 2p12 containing the co-regulated MRPL19 and C2ORF3 genes is associated to dyslexia. Human Molecular Genetics, 16: 667–77.Find this resource:

Anthony, M., and Biggs, N. (1992). Computational Learning Theory. Cambridge: Cambridge University Press.Find this resource:

Antinucci, F. and Miller, R. (1976). How children talk about what happened. Journal of Child Language, 3(2): 167–89.Find this resource:

Anttila, Arto (2007). Variation and optionality. In Paul de Lacy (ed.), The Cambridge Handbook of Phonology. Cambridge: Cambridge University Press, 519–36.Find this resource:

Apoussidou, Diana (2006). On-line learning of underlying forms. Unpublished manuscript, University of Amsterdam.Find this resource:

Apoussidou, Diana (2007). The learnability of metrical phonology. Unpublished Ph.D. thesis, University of Amsterdam.Find this resource:

Apoussidou, Diana and Boersma, Paul (2003). The learnability of latin stress. IFA Proceedings, 25: 101–48.Find this resource:

Applegate, R. B. (1972). Ineseño Chumash grammar. Unpublished Ph.D. thesis, University of California.Find this resource:

Aravind, A., de Villiers, J., Roeper, T., and Yang, C. (in preparation). Earliest Child Complement Forms.Find this resource:

Archangeli, Diana and Pulleyblank, Douglas (1989). Yoruba vowel harmony. Linguistic Inquiry, 20: 173–217.Find this resource:

Archer, Stephanie L. and Curtin, Suzanne (2011). Perceiving onset clusters in infancy. Infant Behavior and Development, 34: 534–40.Find this resource:

Arii, T., Syrett, K., and Goro, T. (2014). Setting the standard in the acquisition of Japanese and English comparatives. In Proceedings of the 50th Annual Chicago Linguistic Society.Find this resource:

Armon-Lotem, S. (1998). Mommy sock in a minimalist eye: On the acquisition of DP in Hebrew. In N. Dittmar and Ζ. Penner (eds), Issues in the Theory of Language Acquisition: Essays in honor of Jürgen Weissenborn. Bern: Peter Lang, 15–36.Find this resource:

Armstrong, T. (2001). Research report. Amherst: University of Massachusetts.Find this resource:

(p. 821) Aronoff, J. M. (2003). Null subjects in child language: Evidence for a performance account. In G. Garding and M. Tsujimura (eds), Proceedings of the West Coast Conference on Formal Linguistics 22. Somerville, MA: Cascadilla Press, 43–55.Find this resource:

Aronoff, M. (1994). Morphology by Itself. Cambridge, MA: MIT Press.Find this resource:

Arosio, F., Adani, F., and Guasti, M. T. (2009). Grammatical features in the comprehension of Italian relative clauses by children. In A. Gavarrò et al. (eds), Merging Features: Computation, Interpretation and Acquisition. New York: Oxford University Press, 138–58.Find this resource:

Arunachalam, S. and Waxman, S. R. (2010). Meaning from syntax: Evidence from 2-year-olds. Cognition, 110: 442–6.Find this resource:

Arunachalam, S., Syrett, K., and Waxman, S. (submitted). Taking it nice and slow: Adverbs support verb learning in 2-year-olds.Find this resource:

Aschermann, E., Gülzow, I., and Wendt, D. (2004). Differences in the comprehension of passive voice in German- and English-speaking children. Swiss Journal of Psychology, 63: 235–45.Find this resource:

Aske, Jon (1989). Path predicates in English and Spanish: A closer look. In Kira Hall, Michael Meacham, and Richard Shapiro (eds), Proceedings of the 15th Annual Meeting of the Berkeley Linguistics Society. Berkeley, CA: Berkeley Linguistics Society, 5–16.Find this resource:

Aslin, R. N. (1993). Segmentation of fluent speech into words: Learning models and the role of maternal input. In B. de Boysson-Bardies et al. (eds), Developmental Neurocognition: Speech and face processing in the first year of life. Dordrecht: Kluwer, 305–15.Find this resource:

Aslin, R. N., Saffran, J. R., Newport, E. L. (1998). Computation of conditional probability statistics by human infants. Psychology Science, 9: 321–4.Find this resource:

Asplin, K. (2002). Can complement frames help children learn the meaning of abstract verbs? Unpublished Ph.D. thesis, University of Massachusetts.Find this resource:

Atkinson-King, K. (1973). Children’s acquisition of phonological stress contrasts. UCLA Working Papers in Phonetics 25.Find this resource:

Au, T. K. and Glusman, M. (1990). The principle of mutual exclusivity in word learning: To honor or not to honor? Child Development, 61: 1474–90.Find this resource:

Aungst, Lester and Frick, James V. (1964). Auditory discrimination ability and consistency of articulation of /r/. Journal of Speech and Hearing Disorders, 29: 76–85.Find this resource:

Austin, J., Blume, M., Parkinson, D., Núñez del Prado, Z., and Lust, B. C. (1998). Interactions between pragmatic and syntactic knowledge in the first language acquisition of Spanish null and overt pronominals. In J. Lema and E. Treviño (eds), Theoretical Analyses on Romance Languages. Amsterdam: John Benjamins, 35–52.Find this resource:

Avrutin, S. (1994). Psycholinguistic investigations in the theory of reference. Unpublished Ph.D. thesis, MIT.Find this resource:

Avrutin, S. (1999). Development of the Syntax–Discourse Interface. Dordrecht: Kluwer Academic.Find this resource:

Avrutin, S. (2004). Optionality in child and aphasic speech. Lingue e Linguaggio, 1(1): 67–9.Find this resource:

Avrutin, S. (2006). Weak syntax. In Y. Grodzinsky and K. Amunts (eds), Broca’s Region Oxford: Oxford University Press, 49–62.Find this resource:

Avrutin, S. and Coopmans, P. (1999). A syntax–discourse perspective on the acquisition of reflexives in Dutch. Paper presented at GALA, Potsdam.Find this resource:

Avrutin, S. and Cunningham, J. (1997). Children and reflexivity. Proceedings of the 21th Annual Boston University Conference on Language Development. Somerville, MA: Cascadilla Press, 21, 13–23.Find this resource:

Avrutin, S. and Thornton, R. (1994). Distributivity and binding in child grammar. Linguistic Inquiry, 25: 265–71.Find this resource:

(p. 822) Avrutin, S. and Wexler, K. (1992). Development of Principle B in Russian: Coindexation at LF and coreference. Language Acquisition, 4: 259–306.Find this resource:

Baauw, S. (2000). Grammatical features and the acquisition of reference. A comparative study of Dutch and Spanish. Unpublished Ph.D. thesis, Utrecht University.Find this resource:

Baauw, S. and Cuetos, F. (2003). The interpretation of pronouns in Spanish language acquisition and breakdown: Evidence for the “Principle B Delay” as a non-unitary phenomenon. Language Acquisition, 11(4): 219–75.Find this resource:

Baauw, S., Escobar, L., and Philip, W. (1997). A delay of Principle B effect in Spanish speaking children: The role of lexical feature acquisition. In A. Sorace, C. Heycock, and R. Shillcock (eds), Proceedings of the GALA ’97 Conference on Language Acquisition. Edinburgh, Scotland: Human Communication Research Centre.Find this resource:

Baauw, S., Kuipers, M., Ruigendijk, E., and Cuetos, F. (2006). The production of SE en SELF anaphors in Spanish and Dutch children. In V. Torrens and L. Escobar (eds), The Acquisition of Syntax in Romance Languages, Language Acquisition and Language Disorders. Amsterdam: John Benjamins, 41:3–22.Find this resource:

Baauw, S., Zuckerman, S., Ruigendijk, E., and Avrutin, S. (2011). Principle B Delays as a processing problem: Evidence from task effects. In A. Grimm, A. Müller, C. Hamann, and E. Ruigendijk (eds), Production-comprehension Asymmetries in Child Language. Berlin: De Gruyter, 247–72.Find this resource:

Baayen, R. Harald (2008). Corpus linguistics in morphology: Morphological productivity. In A. Luedeling and M. Kyto (eds), Corpus Linguistics. An international handbook. Berlin: Mouton De Gruyter.Find this resource:

Babyonyshev, Maria (1993). Acquisition of the Russian Case system. In Colin Phillips (ed.), Papers on Case and Agreement II, MIT Working Papers in Linguistics. Cambridge, MA: MIT Working Papers in Linguistics, 19: 1–43.Find this resource:

Babyonyshev, M., Ganger, J., Pesetsky, D., and Wexler, K. (2001). The maturation of grammatical principles: Evidence from Russian unaccusatives. Linguistic Inquiry, 32: 1–44.Find this resource:

Bach, Emmon (1986). The algebra of events. Linguistics and Philosophy, 9: 5–16.Find this resource:

Bach, Emmon (1975). Long vowels and stress in Kwakiutl. Texas Linguistic Forum, 2: 9–19.Find this resource:

Baertsch, Karen S. (2002). An optimality theoretic approach to syllable structure: The split margin hierarchy. Unpublished Ph.D. thesis, Indiana University.Find this resource:

Baker, C. L. (1978). Introduction to Generative-transformational Syntax. Englewood Cliffs, NJ: Prentice-Hall.Find this resource:

Baker, C. L. (1979). Syntactic theory and the projection problem. Linguistic Inquiry 10: 533–81.Find this resource:

Baker, M. (1988). Incorporation: A theory of grammatical function changing. Chicago: University of Chicago Press.Find this resource:

Baker, M. C. (1997). Thematic roles and syntactic structure. In L. Haegeman (ed.), Elements of Grammar: Handbook in generative syntax. Dordrecht, Netherlands: Kluwer, 73–137.Find this resource:

Baker, M. C. (2008). The macroparameter in a microparameter world. In T. Biberauer (ed.), Limits of Syntactic Variation. Amsterdam: John Benjamins, 351–73.Find this resource:

Baković, Eric (2000a). Harmony, dominance and control. Unpublished Ph.D. thesis, Rutgers University.Find this resource:

Baković, Eric (2000b). The conspiracy of Turkish vowel harmony. Jorge Hankamer WebFest. <http://babel.ucsc.edu/Jorge/bakovic.html>.

Baldwin, D. (1993a). Early referential understanding: Infants’ ability to recognize acts for what they are. Developmental Psychology, 29: 832–43.Find this resource:

Baldwin, D. A. (1993b). Infants’ ability to consult the speaker for clues to word reference. Journal of Child Language, 20: 395–418.Find this resource:

(p. 823) Bale, A. (2006). The universal scale and the semantics of comparison. Unpublished Ph.D. thesis, McGill University.Find this resource:

Bane, Max and Riggle, Jason (to appear). The typological consequences of weighted constraints. To appear in Proceedings of the Forty-Fifth Meeting of the Chicago Linguistic Society (2009).Find this resource:

Bane, Max, Riggle, Jason and Sonderegger, Morgan (2010). The VC dimension of constraint-based grammars. Lingua, 120(5): 1194–208.Find this resource:

Barker, C. (2002). Dynamics of vagueness. Linguistics and Philosophy, 25: 1–36.Find this resource:

Barlow, Jessica (1997). A constraint-based account of syllable onsets: Evidence from developing systems. Unpublished Ph.D. thesis, Indiana University.Find this resource:

Barlow, Jessica A. (2001). A preliminary typology of initial clusters in acquisition. Clinical Linguistics and Phonetics, 15(1/2): 9–13.Find this resource:

Barlow, Jessica A. (2005). Phonological change and the representation of consonant clusters in Spanish: A case study. Clinical Linguistics and Phonetics, 19: 659–79.Find this resource:

Barlow, Jessica A. and Dinnsen, Daniel A. (1998). Asymmetrical cluster development in a disordered system. Language Acquisition, 7: 1–49.Find this resource:

Barlow, Jessica A. and Gierut, Judith A. (2008). A typological evaluation of the split margin approach to syllable structure in phonological acquisition. In Daniel A. Dinnsen and Judith A. Gierut (eds), Optimality Theory, Phonological Acquisition and Disorders. London: Equinox Publishing Ltd, 407–26.Find this resource:

Barlow, Jessica A. and Keare, Amanda (2008). Acquisition of final voicing: An acoustic and theoretical account. In Ashley W. Farris-Trimble and Daniel A. Dinnsen (eds), Phonological Opacity Effects in Optimality Theory. Bloomington, IN: IULC Publications, 81–98.Find this resource:

Barner, D. and Bachrach, A. (2010). Inference and exact numerical representation in early language development. Cognitive Psychology, 60: 40–62.Find this resource:

Barner, D. and. Snedeker, J. (2008). Compositionality and statistics in adjective acquisition: 4-year-olds interpret tall and short based on the size distributions of novel noun referents. Child Development, 79: 594–608.Find this resource:

Barner, D., Chow, K., and Yang, S. J. (2009). Finding one’s meaning: A test of the relation between quantifiers and integers in language development. Cognitive Psychology, 58: 195–219.Find this resource:

Barner, D., Libenson, A., Cheung, P., and Takasaki, M. (2009). Cross-linguistic relations between quantifiers and numerals in language acquisition: Evidence from Japanese. Journal of Experimental Child Psychology, 103: 421–40.Find this resource:

Barner, D., Brooks, N., and Bale, A. (2011). Accessing the unsaid: The role of scalar alternatives in children’s pragmatic inference. Cognition, 188: 87–96.Find this resource:

Baron, I., Herslund, M., and Sørensen, F. (eds) (2001). Dimensions of Possession. Amsterdam/Philadelphia: Benjamins.Find this resource:

Bar-Shalom, E., S. Crain, and Shankweiler, D. (1993). A comparison of comprehension and production abilities of good and poor readers. Applied Psycholinguistics, 14: 197–227.Find this resource:

Barth, H., Kanwisher, N., and Spelke, E. (2003). The construction of large number representations in adults. Cognition, 86(3): 201–21.Find this resource:

Bartlett, C. W., Flax, J. F., Logue, M. W., Vieland, V. J., Bassett, A. S., Tallal, P., and Brzustowicz, L. M. (2002). A major susceptibility locus for specific language impairment is located on 13q21. American Journal of Human Genetics, 71: 45–55.Find this resource:

Bartlett, C. W., Flax, J. F., Logue, M. W., Smith, B. J., Vieland, V. J., Tallal, P., and Brzustowicz, L. M. (2004). Examination of potential overlap in autism and language loci on chromosomes 2, 7, and 13 in two independent samples ascertained for Specific Language Impairment. Human Heredity, 57: 10–20.Find this resource:

(p. 824) Barton, David (1976). The role of perception in the acquisition of phonology. Unpublished Ph.D. thesis, University College, London.Find this resource:

Barton, David, Miller, Ruth, and Macken, Marlys A. (1980). Do children treat clusters as one unit or two? Papers and Reports on Child Language Development, 18: 105–37.Find this resource:

Bartsch, K. and Wellman, H. M. (1995). Children Talk about the Mind. New York: Oxford University Press.Find this resource:

Bartsch, R. and Vennemann, T. (1972a). Semantic Structures. Frankfurt: Athenäum.Find this resource:

Bartsch, R. and Vennemann, T. (1972b). The grammar of relative adjectives and comparison. Linguistische Berichte, 20: 19–32.Find this resource:

Barwise, J. (1979). On branching quantifiers in English. Journal of Philosophical Logic, 8(1): 47–80.Find this resource:

Barwise, J. and Cooper, R. (1981). Generalized quantifiers and natural language. Linguistics and Philosophy, 4(2): 159–219.Find this resource:

Basilico, D. (2003). The topic of small clauses. Linguistic Inquiry, 34: 1–35.Find this resource:

Bat-El, Outi (2008). Morphologically conditioned V–∅ alternation in Hebrew: Distinctions among nouns, adjectives and participles, and verbs. In S. Armon-Lotem, G. Danon, and S. Rothstein (eds), Generative Approaches to Hebrew Linguistics. John Benjamins. Amsterdam, 197–222.Find this resource:

Bates, E. (1976). Language and Context. New York: Academic Press.Find this resource:

Bates, Elizabeth, and Elman, Jeffrey (1996). Learning rediscovered. Science, 274: 1849–50.Find this resource:

Bates, E. and Goodman, J. C. (1997). On the inseparability of grammar and the lexicon: Evidence from acquisition, aphasia, and real-time processing. Language and Cognitive Processes, 12: 507–84.Find this resource:

Bates, E. and MacWhinney, B. (1987). Competition, variation, and language learning. In B. MacWhinney (ed.), Mechanisms of Language Acquisition. Hillsdale, NJ: Erlbaum, 157–93.Find this resource:

Bates, E., Marchman, V., Thai, D., Fenson, L., Dale, P., Reznick, J. S., Reilly, J., and Hartung, J. (1994). Developmental and stylistic variation in the composition of early vocabulary. Journal of Child Language, 21: 85–123.Find this resource:

Battistella, E. (1996). The Logic of Markedness, New York: Oxford University Press.Find this resource:

Bauer, Laurie (1978). The Grammar of Nominal Compounding, with Special Reference to Danish, English and French. Odense, Denmark: Odense University Press.Find this resource:

Bauer, Laurie (2001). Morphological Productivity. Cambridge: Cambridge University Press.Find this resource:

Beach, C., Katz, W. F. and Skowronski, A. (1996). Children’s processing of prosodic cues for phrasal interpretation. Journal of the Acoustical Society of America, 99: 1148–60.Find this resource:

Beard, Robert (1995). Lexeme-morpheme Base Morphology: A general theory of inflection and word formation. Albany, NY: SUNY Press.Find this resource:

Beard, Robert (1996). Base rule ordering of heads in nominal compounds. Paper presented at the 1996 Linguistic Society of America Meeting, San Diego, California (circulated manuscript, Bucknell University).Find this resource:

Becerra-Bonache, Leonor, Horia Dediu, Adrian and Tîrnauca, Cristina (2006). Learning DFA from correction and equivalence queries. In ICGI, Lecture Notes in Computer Science. Dordrecht: Springer, 4201: 281–92.Find this resource:

Becerra-Bonache, Leonor, Case, John, Jain, Sanjay, and Stephan, Frank (2010). Iterative learning of simple external contextual languages. Theoretical Computer Science, 411: 2741–56.Find this resource:

Beck, S. (2011). Comparison constructions. In C. Maienborn, K. von Heusinger, and P. Portner (eds), Semantics: An international handbook of natural language meaning. Berlin: Mouton de Gruyter, 2: 1341–90.Find this resource:

(p. 825) Beck, Sigrid and Snyder, William (2001). Complex predicates and goal PP’s: Evidence for a semantic parameter. In A. H.-J. Do, L. Dominguez, and A. Johansen (eds), Proceedings of the 25th Boston University Conference on Language Development. Somerville, MA: Cascadilla Press.Find this resource:

Beck, S., Oda, T., and Sugisaki, K. (2004). Parametric variation in the semantics of comparison: Japanese versus English. Journal of East Asian Linguistics, 13: 289–344.Find this resource:

Beck, S., Krasikova, S., Fleischer, D., Gergel, R., Hofstetter, S. Savelsberg, C., Vanderelst, J., and Villalt, E. (2009). Crosslinguistic variation in comparison constructions. Linguistic Variation Yearbook, 9: 1–66.Find this resource:

Becker, Michael (2009). Phonological trends in the lexicon: The role of constraints. Unpublished Ph.D. thesis, University of Massachusetts.Find this resource:

Becker, M. and N. Hyams (2000). Modal reference in children’s root infinitives. In E. Clark (ed.), Proceedings of the Thirtieth Annual Child Language Research Forum. Stanford: CSLI, 113–22.Find this resource:

Becker, Michael and Tessier, Anne-Michelle (2011). Trajectories of faithfulness in child-specific phonology. Phonology, 28: 163–96.Find this resource:

Becker, Michael, Nevins, Andrew, and Ketrez, Nihan (2011). The Surfeit of the Stimulus: Analytic biases filter lexical statistics in Turkish laryngeal alternations. Language, 87(1): 84–125.Find this resource:

Becker, Misha (2006). There began to be a learnability puzzle. Linguistic Inquiry, 37: 441–56.Find this resource:

Becker, Misha (2007). Animacy, expletives, and the learning of the raising-control distinction. In A. Belikova, L. Meroni, and M. Umeda (eds), Proceedings of GALANA. Sommerville, MA: Cascadilla Press, 12–20.Find this resource:

Becker, Misha (2009). The role of animacy and expletives in verb learning. Language Acquisition, 16: 283–96.Find this resource:

Beckman, Mary E. and Edwards, Jan (2000). Lexical frequency effects on young children’s imitative productions. In Michael B. Broe and Janet B. Pierrehumbert (eds), Papers in Laboratory Phonology V: Language Acquisition and the Lexicon. Cambridge, MA: Cambridge University Press, 208–18.Find this resource:

Beckman, M. and Pierrehumbert, J. (1986). Intonational structure in English and Japanese Phonology Yearbook, 3: 255–310.Find this resource:

Bedore, L. and Leonard, L. (2001). Grammatical morphology deficits in Spanish-speaking children with specific language impairment. Journal of Speech, Language, and Hearing Research, 44(4): 905–24.Find this resource:

Beeler, M. S. (1970). Sibilant harmony in Chumash. International Journal of American Linguistics, 36: 14–17.Find this resource:

Behrens, H. (1993a). Early Encoding of Temporal Reference in German. Proceedings of 24th Annual Child Language Research Forum, Stanford.Find this resource:

Behrens, Heike (1993b). Temporal reference in German child language: form and function of early verb use. Unpublished Ph.D. thesis, University of Amsterdam.Find this resource:

Behrens, Leila (2005). Genericity from a cross-linguistic perspective. Linguistics, 43(2): 275–344.Find this resource:

Beilin, H. (1975). Studies in the Cognitive Basis of Language Development. New York: Academic Press.Find this resource:

Beilin, H. and Lust, B. (1975). A study of development of logical and linguistic connectives: Linguistic data. In H. Beilin (ed.), Studies in the Cognitive Basis of Language Development. New York: Academic Press.Find this resource:

(p. 826) Bel, A. (2001). Teoria lingüística i adquisició del llenguatge. Barcelona: Institut D’estudis Catalans.Find this resource:

Bel, A. (2003). The syntax of subjects in the acquisition of Spanish and Catalan. International Journal of Latin and Romance Linguistics, 15: 1–26.Find this resource:

Belletti, A., and Rizzi, L. (1988). Psych-verbs and theta-theory. Natural Language and Linguistic Theory, 6: 291–352.Find this resource:

Bellugi, U. (1965). The development of interrogative structures in children’s speech. In K. F. Riegel (ed.), The Development of Language Functions. Ann Arbor, MI: University of Michigan, 103–37.Find this resource:

Bellugi, U. (1971). Simplification in children’s language. In R. Huxley and E. Ingram (eds), Language Acquisition: Models and methods. New York: Academic Press.Find this resource:

Bellugi, U., Sabo, H., and Vaid, J. (1988a). Spatial deficits in children with Williams Syndrome. In J. Stiles-Davis, M. Kritchevsky, and U. Bellugi, Spatial Cognition: Brain bases and development. Hillsdale, NJ: Lawrence Erlbaum, 273–98.Find this resource:

Bellugi, U., Marks, S. et al. (1988b). Dissociation between language and cognitive functions in Williams Syndrome. In D. Bishop and K. Mogford (eds), Language Development in Exceptional Circumstances. Hillsdale, NJ: Lawrence Erlbaum, 177–89.Find this resource:

Bellugi, U., Bihrle, A., Jernigan, T., Trauner, D., and Doherty, S. (1990). Neuropsychological, neurological, and neuroanatomical profile of Williams syndrome. American Journal of Medican Genetics, 6: 115–25.Find this resource:

Bencini, G. M. L. and Valian, V. V. (2008). Abstract sentence representations in 3-year-olds: Evidence from language production and comprehension. Journal of Memory and Language, 59: 97–113.Find this resource:

Bennis, Hans J., Marcel den Dikken, Peter Jordens, Susan Powers, and Jürgen Weissenborn (1995). Picking up particles. In Dawn MacLaughlin and Susan McEwen (eds), Proceedings of the 19th annual Boston University Conference on Language Development. Somerville, MA: Cascadilla Press, 70–81.Find this resource:

Benua, Laura (1997). Transderivational identity: Phonological relations between words. Unpublished Ph.D. thesis, University of Massachusetts. [Published in 2000 by Garland, New York.]Find this resource:

Benus, S., Smorodinsky, I., and Gafos, A. (2004). Gestural coordination and the distribution of English “geminates.” In S. Arunachalam and T. Scheffler (eds), Proceedings of 27th Penn Linguistic Colloquium. Penn Linguistics Club, Philadelphia, PA, 33–46.Find this resource:

Beran, M., and Rumbaugh, D. (2001). “Constructive” enumeration by chimpanzees on a computerized task. Animal Cognition, 4(2): 81–9.Find this resource:

Berger, C. V. (1999). De Verwerving van Anaforische Relaties in het Italiaans: Een Onderzoek naar Lexical Feature Learning [The acquisition of anaphoric relations in Italian: An investigation in lexical feature learning]. Unpublished Master's thesis, Utrecht University.Find this resource:

Berko Gleason, Jean (1958). The child’s learning of English morphology. Word 14: 150–77.Find this resource:

Berman, Ruth (1983). Establishing a schema: Children’s construals of verb-tense marking. Language Sciences, 5: 61–78.Find this resource:

Berman, R. (1986). The acquisition of Hebrew. In D. I. Slobin (ed.), The Cross-linguistic Study of Language Acquisition: Verb movement. Vol 1: The data. Hillsdale, NJ: Lawrence Erlbaum Associates.Find this resource:

Berman, R. A. (1987). A developmental route: Learning about the form and use of complex nominals in Hebrew. Linguistics, 25-6: 1057–85.Find this resource:

(p. 827) Berman, R. (1990). On acquiring an (S)VO language: Subjectless sentences in children’s Hebrew. Linguistics, 28: 1135–66.Find this resource:

Berman, R. (1993). Marking verb transitivity in Hebrew-speaking children. Journal of Child Language, 20: 641–70.Find this resource:

Berman, Ruth, and Sagi, I. (1981). On word-formation and word-innovation in early age. Balshanut Ivrit Xofshit, 18. (in Hebrew).Find this resource:

Bermúdez-Otero, Ricardo (1999). Constraint interaction in language change: Opacity and globality in phonological change. Unpublished Ph.D. thesis, University of Manchester.Find this resource:

Bermúdez-Otero, Ricardo (2003). The acquisition of phonological opacity. In J. Spenader, A. Eriksson, and Ö. Dahl (eds), Proceedings of the Stockholm Workshop on Variation within Optimality Theory. Department of Linguistics, Stockholm University, Stockholm, 25–36.Find this resource:

Bernal, S., Dehaene-Lambertz, G., Millotte, S., and Christophe, A. (2010). Two-year-olds compute syntactic structure on-line. Developmental Science, 12: 69–76.Find this resource:

Bernhardt, Barbara and Stemberger, Joseph (1998). Handbook of Phonological Development: From the perspective of constraint-based nonlinear phonology. San Diego: Academic Press.Find this resource:

Bernhardt, Barbara and Stemberger, Joseph P. (2007). Phonological impairment in children and adults. In Paul de Lacy (ed.), The Cambridge Handbook of Phonology. Cambridge: Cambridge University Press, 575–94.Find this resource:

Bernhardt, Barbara and Stoel-Gammon, Carol (1996). Underspecification and markedness in normal and disordered phonological development. In Carol Johnson and John H. V. Gilbert (eds), Children’s Language. Mahwah, NJ: Laurence Erlbaum, 9: 206–44.Find this resource:

Bernicot, J., Laval, V. and Chaminaud, S. (2007). Nonliteral language forms in children. In what order are they acquired in Pragmatics and Metapragmatics? Journal of Pragmatics, 39: 2115–32.Find this resource:

Bertolo, S. (1995a). Learnability properties of parametric models for natural language acquisition. Unpublished Ph.D. thesis, Rutgers University.Find this resource:

Bertolo, S. (1995b). Maturation and learnability in parametric systems. Language Acquisition, 4(4): 277–318.Find this resource:

Bertolo, S. (2001). A brief overview of learnability. In S. Bertolo (ed.), Language Acquisition and Learnability. Cambridge: Cambridge University Press, 1–14).Find this resource:

Bertolo, S., Broihier, K., Gibson, E., and Wexler, K. (1997a). Characterizing learnability conditions for cue-based learners in parametric language systems. In Proceedings of The Fifth meeting of The Mathematics of Language Conference (MOL5) <www.dfki.de/events/mol>. Saarbrücken.Find this resource:

Bertolo, S., Broihier, K., Gibson, E., and Wexler, K. (1997b). Cue-based learners in parametric language systems: Application of general results to a recently proposed learning algorithm based on unambiguous “superparsing.” In M. G. Shafto and P. Langley (eds), Proceedings of The Nineteenth Annual Conference of the Cognitive Science Society (CogSci-1997). Stanford University.Find this resource:

Bertoncini, Josiane and Mehler, Jacques (1981). Syllables as units in infant speech perception. Infant Behavior and Development, 4: 247–60.Find this resource:

Bertoncini, Josiane, Bijeljac-Babic, Ranka, Jusczyk, Peter W., Kennedy, Lori J., and Mehler, Jacques (1988). An investigation of young infants’ perceptual representations of speech sounds. Journal of Experimental Psychology, 117: 21–33.Find this resource:

Bertoncini, Josiane, Floccia, Caroline, Nazzi, Thierry and Mehler, Jacques (1995). Morae and syllables: Rhythmical basis of speech representations in neonates. Language and Speech, 38: 311–29.Find this resource:

(p. 828) Berwick, Robert (1982). Locality principles and the acquisition of syntactic knowledge. Unpublished Ph.D. thesis, MIT.Find this resource:

Berwick, R. C. (1985). The Acquisition of Syntactic Knowledge. Cambridge, MA: MIT Press.Find this resource:

Berwick, R. C. and Niyogi, P. (1996). Learning from triggers. Linguistic Inquiry, 27(4): 605–22.Find this resource:

Berwick, Robert and Weinberg, Amy (1984). The Grammatical Basis of Linguistic Performance. Cambridge, MA: MIT Press.Find this resource:

Bever, Thomas G. (1970). The cognitive basis for linguistic structures. In J. R. Hayes (ed.), Cognition and the Development of Language. New York, NY: Wiley, 279–362.Find this resource:

Bhatt, R. and Pancheva, R. (2004). Late merger of degree clauses. Linguistic Inquiry, 35: 1–45.Find this resource:

Bhatt, R. and Pancheva, R. (2007). Degree quantifiers, position of merger effects with their restrictors, and conservativity. In C. Barker, and P. Jacobson (eds), Direct Compositionality. Oxford: Oxford University Press, 102–31.Find this resource:

Bhatt, R. and Takahashi, S. (2007). Direct Comparisons: Resurrecting the direct analysis of phrasal comparatives. In M. Gibson and T. Friedman (eds), Proceedings of SALT XVII. Ithaca, NY: CLC Publications, Cornell University.Find this resource:

Biberauer, T., Holmberg, A., Roberts, I., and Sheehan, M. (eds) (2010). Parametric Variation: Null subjects in minimalist theory. Cambridge: Cambridge University Press.Find this resource:

Bickerton, Derek (1984). The Language Bioprogram Hypothesis. Behavioral and Brain Sciences, 7(2): 173–222.Find this resource:

Bierwisch, M. (1967). Some semantic universals of German adjectivals. Foundations of Language, 3: 1–36.Find this resource:

Bierwisch, M. (1989). The semantics of gradation. In M. Bierwisch and E. Lang (eds), Dimensional Adjectives: Grammatical structure and conceptual interpretation [Grammatische und konzeptuelle Aspekte von Dimensionsadjectiven]. Springer series in language and communication. Berlin: Akademie-Verlag, Springer, 26: 71–262.Find this resource:

Bijeljac-Babic, Ranka, Bertoncini, Josiane and Mehler, Jacques (1993). How do four-day-old infants categorize multisyllabic utterances? Developmental Psychology, 29: 711–21.Find this resource:

Binnick, Robert (2012). The Oxford Handbook of Tense and Aspect. Oxford: Oxford University Press.Find this resource:

Bishop, C. (2006). Pattern Recognition and Machine Learning. Berlin: Springer.Find this resource:

Bishop, D. V. M. (2006a). Developmental cognitive genetics: How psychology can inform genetics and vice versa. The Quarterly Journal of Experimental Psychology, 59(7): 1153–68.Find this resource:

Bishop, D. V. M. (2006b). What causes specific language impairment in children? Current Directions in Psychological Science, 15(5): 217–21.Find this resource:

Bishop, D. V. M. (2009). Specific language impairment as a language learning disability. Child Language Teaching and Therapy, 25(2): 163–165.Find this resource:

Bishop, D., and Bourne, E. (1985). Do young children understand comparatives? British Journal of Developmental Psychology, 3: 123–32.Find this resource:

Bishop, D. V. M., Bishop, S. J., Bright, P., James, C., Delaney, T., and Tallal, P. (1999). Different origin of auditory and phonological procesing problems in children with language impairment: Evidence from a twin study. Journal of Speech, Language and Hearing Research, 42: 155–68.Find this resource:

Bishop, D. V. M., Adams, C. V., and Norbury, C. F. (2006). Distinct genetic influences on grammar and phonological short-term memory deficits: evidence from 6-year-old twins. Genes, Brain and Behavior, 5(2): 158–69.Find this resource:

Bittner, Maria. (1994). Case, Scope and Binding. Dordrecht: Kluwer.Find this resource:

Blake, Barry J. (2001). Case, 2nd edn. Cambridge: Cambridge University Press.Find this resource:

(p. 829) Blanchard, Daniel, Heinz, Jerry, and Golinkoff, Robert (2010). Modeling the contribution of phonotactic cues to the problem of word segmentation. Journal of Child Language, 37: 487–511.Find this resource:

Bleile, Ken (1991). Child Phonology: A Book of Exercises for Students. San Diego: Singular Publishing.Find this resource:

Blom, E. (2007). Modality, infinitives, and finite bare verbs in Dutch and English child language. Language Acquisition, 14(1): 75–113.Find this resource:

Blom, E. and van Geert, P. (2004). Signs of a developing grammar: Subject drop and inflection in early child Dutch. Linguistics, 42, 195–234.Find this resource:

Blom, E., Krikhaar, E., and Wijnen, F. (2001). Nonfinite clauses in Dutch and English child language: An experimental approach. Proceedings of the Annual Boston University Conference on Language Development, 25(1): 133–44.Find this resource:

Bloom, L. (1970). Language Development: Form and function in emerging grammars. Cambridge, MA: MIT Press.Find this resource:

Bloom, L. (1973). One Word at a Time: The use of single word utterances before syntax. The Hague: Mouton.Find this resource:

Bloom, L., Hood, L., and Lightbown, P. M. (1974). Imitation in language development: If, when and why. Cognitive Development, 6: 380–420.Find this resource:

Bloom. L., Lightbown, P., and Hood, L. (1975a). Structure and variation in child language. Monographs of the Society for Research in Child Development, 40.Find this resource:

Bloom. L., Miller, P., and Hood, L. (1975b). Variation and reduction as aspects of competence in language development. In A. Pick (ed.), Minnesota Symposia on Child Psychology. Minneapolis: University of Minnesota Press, 9: 3–55.Find this resource:

Bloom, Lois, Lifter, Karen, and Hafitz, Jeremy (1980). Semantics of verbs and development of verb Inflection in child language. Language, 56: 386–412.Find this resource:

Bloom, L., Tackeff, J., and Lahey, M. (1984). Learning to in complement constructions. Journal of Child Language, 11: 391–406.Find this resource:

Bloom, L., Rispoli, M., Gartner, B., and Hafitz, J. (1989). Acquisition of complementation. Journal of Child Language, 16: 101–20.Find this resource:

Bloom, P. (1990). Subjectless sentences in child language. Linguistic Inquiry, 21: 491–504.Find this resource:

Bloom, P. (2000). How Children Learn the Meaning of Words. Cambridge, MA: MIT Press.Find this resource:

Bloom, P. and Wynn, K. (1997). Linguistic cues in the acquisition of number words. Journal of Child Language, 24: 511–33.Find this resource:

Bloom, P., A. Barss, J. Nicol, and L. Conway (1994). Children’s knowledge of binding and coreference: Evidence from spontaneous speech, Language, 70(1): 53–71.Find this resource:

Blumenfeld, Lev (2003). Russian palatalization in Stratal OT: Morphology and [back]. In W. Browne, J.-Y. Kim, B. H. Partee, and R. Rothstein (eds), Proceedings of the Annual Workshop on Formal Approaches to Slavic Linguistics 11, 141–58. Amherst: University of Massachusetts, Amherst. Michigan Slavic Publications.Find this resource:

Blumer, Anselm, Ehrenfeucht, A., Haussler, David and Warmuth, Manfred K. (1989). Learnability and the Vapnik-Chervonenkis dimension. JACM, 36: 929–65.Find this resource:

Bock, J. K. (1986). Syntactic persistence in language production. Cognitive Psychology, 18: 355–87.Find this resource:

Bock, Kathryn, and Levelt, Willem (1994). Language production: Grammatical encoding. In by Morton A. Gernsbacher (ed.), Handbook of Psycholinguistics. San Diego: Academic Press, 3: 945–83.Find this resource:

(p. 830) Boeckx, C. (2011). Approaching parameters from below. In A. M. Di Sciullo and C. Boeckx (eds), The Biolinguistic Enterprise: New perspectives on the evolution and nature of the human language faculty. Oxford: Oxford University Press, 1: 205–21.Find this resource:

Boersma, Paul (1997). How we learn variation, optionality, and probability. IFA Proceedings, 21: 43–58.Find this resource:

Boersma, P. (1998). Functional phonology: Formalizing the interactions between articulatory and perceptual drives. Unpublished Ph.D. thesis, University of Amsterdam.Find this resource:

Boersma, Paul (2003). Review of Tesar and Smolensky (2000): Learnability in Optimality Theory. Phonology, 20(3): 436–46.Find this resource:

Boersma, Paul (2009). Some correct error-driven versions of the Constraint Demotion Algorithm. Linguistic Inquiry, 40(4): 667–86.Find this resource:

Boersma, Paul and Hayes, Bruce (2001). Empirical tests of the Gradual Learning Algorithm. Linguistic Inquiry, 32(1): 45–86.Find this resource:

Boersma, Paul and Levelt, Claartje (2000). Gradual Constraint-Ranking Learning Algorithm predicts acquisition order. In Proceedings of 30th Child Language Research Forum. Stanford, CA: CSLI, 229–37.Find this resource:

Boersma, Paul and Levelt, Claartje (2003). Optimality theory and phonological acquisition. Annual Review of Language Acquisition, 3: 1–50.Find this resource:

Boersma, Paul and Pater, Joe (to appear 2016). Convergence properties of a Gradual Learning Algorithm for harmonic grammar. In John McCarthy and Joe Pater (eds), Harmonic Grammar and Harmonic Serialism. London: Equinox Press.Find this resource:

Bohnemeyer, Jürgen and Swift, Mary (2004). Event realization and default aspect. Linguistics and Philosophy, 27: 263–96.Find this resource:

Bolinger, D. (1967a). Adjectives in English: Attribution and predication. Lingua, 18: 1–34.Find this resource:

Bolinger, D. (1967b). Adjective comparison: A semantic scale. Journal of English Linguistics, 1: 2–10.Find this resource:

Bolinger, D. (1968). Entailment and the meaning of structures. Glossa, 2: 118–27.Find this resource:

Bolinger, D. (1972). Degree Words. The Hague: Mouton.Find this resource:

Bonatti, L., Peña, M., Nespor, M., and Mehler, J. (2005). Linguistic constraints on statistical computations: The role of consonants and vowels in continuous speech process. Psychological Science, 16: 451–9.Find this resource:

Bonawitz, E., Denison, S., Chen, A., Gopnik, A., and Griffiths, T. L. (2011). A simple sequential algorithm for approximating Bayesian inference. In L. Carlson, C. Holscher, and T. Shipley (eds), Proceedings of the 33rd Annual Conference of the Cognitive Science Society. Austin, TX: Cognitive Science Society.Find this resource:

Booij, Geert (1995). The Phonology of Dutch. Oxford: Oxford University Press.Find this resource:

Booij, Geert (2002). The Morphology of Dutch. Oxford: Oxford University Press.Find this resource:

Borer, Hagit (1988). On the parallelism between compounds and constructs. Yearbook of Morphology, 1: 45–66.Find this resource:

Borer, Hagit (1994). The projection of arguments. In E. Benedicto and J. Runner (eds), Functional Projections, University of Massachusetts Occasional Papers 17. GSLA, Amherst, 19–47.Find this resource:

Borer, H. (1999). Deconstructing the construct. In K. Johnson and I. G. Roberts (eds), Beyond Principles and Parameters. Dordrecht: Kluwer, 43–89.Find this resource:

Borer, H. (2003). Exo-skeletal vs. endo-skeletal explanations. In J. Moore and M. Polinsky (eds), The Nature of Explanation in Linguistic Theory. Stanford, CA: CSLI, 31–67.Find this resource:

Borer, Hagit (2005). Structuring Sense; Volume II: The Normal Course of Events. Oxford: Oxford University Press.Find this resource:

(p. 831) Borer, Hagit, and Wexler, Kenneth (1987). The maturation of syntax. In Thomas Roeper and Edwin Williams (eds), Parameter Setting. Dordrecht: Reidel, 123–72.Find this resource:

Borer, Hagit, and Wexler, Kenneth (1992). Bi-unique relations and the maturation of grammatical principles. Natural Language and Linguistic Theory, 10: 147–89.Find this resource:

Borowsky, Toni (1986). Topics in the lexical phonology of English. Unpublished Ph.D. thesis, University of Massachusetts.Find this resource:

Bortfeld, H., Morgan, J. L., Golinkoff, R. M., and Rathbun, K. (2005). Mommy and me: Familiar names help launch babies into speech-stream segmentation. Psychological Science, 16: 298–304.Find this resource:

Boser, K., Lust, B., Santelmann, L., and Whitman, J. (1992). The syntax of CP and V-2 in early child German: The strong continuity hypothesis. In K. Broderick (ed.), NELS 23. Amherst: University of Massachusetts: GLSA.Find this resource:

Bosse, S. (2011). The syntax and semantics of applicative arguments in German and English. Unpublished Ph.D. thesis, University of Delaware.Find this resource:

Boster, C. T. (1991). Children’s failure to obey Principle B: Syntactic problem or lexical error? Unpublished manuscript, University of Connecticut, Storrs.Find this resource:

Boster, C. (1994). Simulating children’s null subjects: An early language generation model. Proceedings of the 32nd annual meeting of the Association for Computational Linguistics.Find this resource:

Boster, C. (1997). Processing and parameter setting in language acquisition: A computational approach. Unpublished Ph.D. thesis, University of Connecticut.Find this resource:

Boster, C. T. and Crain, S. (1993). On children’s understanding of every and or. Conference Proceedings: Early Cognition and the Transition to Language. Austin, TX: University of Texas at Austin.Find this resource:

Bott, L. and Noveck, I. A. (2004). Some utterances are underinformative: The onset and time course of scalar inferences. Journal of Memory and Language, 51: 437–57.Find this resource:

Bouton, L. (1970). Antecedent contained pro-forms. In M. A. Campbell, J. Lindholm, A. Davison, W. Fisher, L. Furbee, J. Lovins, E. Maxwell, J. Reighard, and S. Straight (eds), Papers from the Sixth Regional Meeting of the Chicago Linguistic Society. Chicago: University of Chicago, Chicago Linguistic Society, 154–67.Find this resource:

Bowerman, M. F. (1973). Early Syntactic Development: A Crosslinguistic Study with Special Reference to Finnish. London: Cambridge University Press.Find this resource:

Bowerman, M. (1974). Early development of concepts underlying language. In R. Schiefelbusch and L. Lloyd (eds), Language Perspectives: Acquisition, retardation, and intervention. Baltimore: University Park Press, 191–209.Find this resource:

Bowerman, M. (1976). Semantic factors in the acquisition of rules for word use and sentence construction. In D. Morehead and A. Morehead (eds), Directions in Normal and Deficient Language Development. Baltimore: University Park Press, 99–179.Find this resource:

Bowerman, M. (1982). Starting to talk worse: Clues to language acquisition from children’s late speech errors. In S. Strauss (ed.), U-shaped Behavioral Growth. New York: Academic Press, 101–45.Find this resource:

Bowerman, Melissa (1985). What shapes children’s grammars? In D. Slobin (ed.), The Crosslinguistic Study of Language Acquisition. Hillsdale, NJ: Lawrence Erlbaum, 1257–319.Find this resource:

Bowerman, M. (1988). The “no negative evidence” problem: How do children avoid constructing an overly general grammar? In J. Hawkins (ed.), Explaining Language Universals. Oxford: Basil Blackwell, 73–101.Find this resource:

Bowerman, Melissa (1996). Learning how to structure space for language: A crosslinguistic perspective. In Paul Bloom, Mary A. Peterson, Lynn Nadel, and Merril F. Garrett (eds), Language and Space. Cambridge, MA: MIT Press, 385–436.Find this resource:

(p. 832) Bowerman, M. and Croft, W. (2008). The acquisition of the English causative alternation. In M. Bowerman and P. Brown (eds), Crosslinguistic Perspectives on Argument Structure: Implications for learnability. Mahwah, NJ: Erlbaum, 279–306.Find this resource:

Boyd, J. K. and Goldberg, A. E. (2011). Learning what not to say: The role of statistical preemption and categorization in “a”-adjective production. Language, 81: 1–29.Find this resource:

Braine, Martin D. S. (1974). On what might constitute a learnable phonology. Language, 50: 270–99.Find this resource:

Braine, M. D. S. (1976a). Children’s first word combinations. Monographs of the Society for Research in Child development, 41 (1) (serial no. 164).Find this resource:

Braine, Martin D. S. (1976b). Review of Neil Smith (1973). The acquisition of phonology: A case study. Language, 52: 489–98.Find this resource:

Braine, M. D. S. and Brooks, P. J. (1995). Verb argument structure and the problem of avoiding an overgeneral grammar. In M. Tomasello and W. E. Merriman (eds), Beyond Names for Things: Young children’s acquisition of verbs. Hillsdale, NJ: Lawrence Erlbaum Associates, 353–76).Find this resource:

Braine, M. D. S. and Rumain, B. (1981). Development of comprehension of “or”: Evidence for a sequence of competencies. Journal of Experimental Child Psychology, 31: 46–70.Find this resource:

Brame, Michael (1974). The cycle in phonology: Stress in Palestinian, Maltese, and Spanish. Linguistic Inquiry, 5: 39–60.Find this resource:

Brandone, Amanda C. and Gelman, Susan A. (2009). Differences in preschoolers’ and adults’ use of generics about animals and artifacts: A window onto a conceptual divide. Cognition, 110: 1–22.Find this resource:

Brandone, A., Addy, D. A., Pulverman, R., Golinkoff, R., and Hirsh-Pasek, K. (2006). One-for-one and two-for-two: Anticipating parallel structure between events and language. Proceedings of the Annual Boston University Conference on Language Development, 30: 36–47.Find this resource:

Brandone, Amanda C., Cimpian, Andrei, Leslie, Sarah-Jane, and Gelman, Susan A. (2012). Do lions have manes? For children, generics are about kinds rather than quantities. Child Development, 83: 423–3.Find this resource:

Breheny, R. (2008). A new look at the semantics and pragmatics of numerically quantified noun phrases. Journal of Semantics, 25(2): 93–140.Find this resource:

Breheny, R., Katsos, N., and Williams, J. (2006). Are Generalised Scalar Implicatures generated by default? An on-line investigation into the role of context in generating pragmatic inferences. Cognition, 100: 434–63.Find this resource:

Brennan, J. (2009). Pronouns, inflection, and Irish prepositions. NYU Working Papers in Linguistics, Volume 2: Papers in Syntax. New York: New York University.Find this resource:

Brent, M. (1999a). An efficient, probabilistically sound algorithm for segmentation and word discovery. Machine Learning, 34: 71–105.Find this resource:

Brent, Michael R. (1999b). Speech segmentation and word discovery: A computational perspective. Trends in Cognitive Science, 3: 294–301.Find this resource:

Brent, M. R., and Cartwright, T. A. (1996). Distributional regularity and phonotactic constraints are useful for segmentation. Cognition, 61: 93–125.Find this resource:

Brent, M. R. and Siskind, J. M. (2001). The role of exposure to isolated words in early vocabulary development. Cognition, 81: B33–B44.Find this resource:

Bresnan, J. W. (1973). Syntax of the comparative clause construction in English. Linguistic Inquiry, 4: 275–473.Find this resource:

Bresnan Joan. (1982a). Control and complementation. Linguistic Inquiry, 13: 343–434.Find this resource:

(p. 833) Bresnan, J. (1982b). The Mental Representation of Grammatical Relations. Cambridge, MA: MIT Press.Find this resource:

Bretherton, I. and Beeghly, M. (1982). Talking about internal states: The acquisition of an explicit theory of mind. Developmental Psychology, 18: 906–21.Find this resource:

Bricker, D. and Squires, J. (1989). The effectiveness of parental screening of at-risk infants: The infant monitoring questionnaires. Topics in Early Childhood Special Education, 9: 67–85.Find this resource:

Brinton, Laurel (1985). Verb particles in English: Aspect or Aktionsart? Studia Linguistica, 39: 157–68.Find this resource:

Briscoe, E. J. (2000). Grammatical acquisition: Inductive bias and coevolution of language and the language acquisition device. Language, 76(2): 245–96.Find this resource:

Brock, J. (2007). Language abilities in Williams syndrome: A critical review. Development and Psychopathology, 19: 97–127.Find this resource:

Broihier, Kevin, Hyams, Nina, Johnson, Kyle, Pesetsky, David, Poeppel, David, Schaeffer, Jeanette, and Wexler, Ken (1994). The acquisition of Germanic verb particle construction. Paper presented at the 18th Boston University Conference on Language Development, Boston University.Find this resource:

Bromberg, H. S. and Wexler, K. (1995). Null subjects in child wh-questions. MIT Working Papers in Linguistics, 26: 221–47.Find this resource:

Bronckart, Jean-Paul and Sinclair, H. (1973). Time, tense and aspect. Cognition, 2: 107–30.Find this resource:

Brooks, P.J. and Tomasello, M. (1999). Young children learn to produce passives with nonce verbs. Developmental Psychology, 35: 29–44.Find this resource:

Brown, Cynthia and Matthews, John (1997). The role of feature geometry in the development of phonetic contrasts. In S. J. Hannahs and Martha Young-Scholten (eds), Focus on Phonological Acquisition. Benjamins. Amsterdam, 67–112.Find this resource:

Brown, P. (1998). Children’s first verbs in Tzeltal: Evidence for an early verb category. Linguistics, 36(4): 713–53.Find this resource:

Brown, P. (2008). Verb-specificity and argument realization in Tzeltal child language. In M. Bowerman and P. Brown (eds), Crosslinguistic Perspectives on Argument Structure: Implications for Learnability. Mahwah, NJ: Erlbaum, 167–90.Find this resource:

Brown, R. W. (1968). The development of Wh questions in child speech. Journal of Verbal Learning and Behavior, 7: 279–90.Find this resource:

Brown, R. W. (1973). A First Language: The Early Stages. Cambridge, MA: Harvard University Press.Find this resource:

Brown, R. and Bellugi, U. (1964). Three processes in the child’s acquisition of syntax. Harvard Educational Review, 34(2): 133–51.Find this resource:

Brown, R. and Hanlon, C. (1970). Derivational complexity and order of acquisition in child speech. In J. Hayes (ed.), Cognition and the Development of Language. New York: Wiley, 11–53.Find this resource:

Bruce. G. (1977). Swedish Word Accents in Sentence Perspective. Lund: Geerup.Find this resource:

Bruce. G. (1987). “How floating is focal accent?” In K. Gregerson and H. Basbøl (eds), Nordic prosody IV. Odense: Odense University Press, 41–9.Find this resource:

Bruening, B. (2006). Differences between the wh-scope-marking and wh-copy constructions in Passamaquoddy. Linguistic Inquiry, 37(1): 25–49.Find this resource:

Brugman, Claudia (1983). The use of body-part terms as locatives in Chalcatongo Mixtec. In Alice Schlichter, Wallace L. Chafe, and Leanne Hinton (eds), Reports from the Survey of California and Other Indian Languages, Report #4. University of California, Berkeley, 235–90.Find this resource:

(p. 834) Brun, Dina, Avrutin, Sergey, and Babyonyshev, Maria (1999). Aspect and its temporal interpretation during the optional infinitive stage in Russian. In A. Greenhill, H. Littlefield, and C. Tano (eds), Proceedings of the 23rd BUCLD. Somerville, MA: Cascadilla Press, 120–31.Find this resource:

Bryan, Michelle (2009). An exploration of r-sound mispronunciations during speech development of English- and French-speaking children. Unpublished BA honours thesis, Dept. of Psychology, Calgary, University of Calgary, Canada.Find this resource:

Buckley, Eugene (2003). Children’s unnatural phonology. In Proceedings of the Twenty-Ninth Annual Meeting of the Berkeley Linguistics Society: General Session and Parasession on Phonetic Sources of Phonological Patterns: Synchronic and Diachronic Explanations. Berkeley Linguistics Society. Berkeley, CA, 523–34.Find this resource:

Budwig, Nancy (1989). The linguistic marking of agentivity and control in child language. Journal of Child Language, 16: 263–84.Find this resource:

Budwig, Nancy (1990). The linguistic marking of nonprototypical agency: An exploration into children’s use of passives. Linguistics, 28: 1221–52.Find this resource:

Budwig, N. (2001). An exploration into children’s use of passives. In M. Tomasello and E. Bates (eds), Language Development: The Essential Readings. Malden, MA: Blackwell Publishers, 227–47.Find this resource:

Buesa, C. (2006). Root non-agreeing forms in early child Spanish. Paper presented at the Generative Approaches to Language Acquisition—North America.Find this resource:

Bundy, R. S., Columbo, J., and Singer, J. (1982). Pitch perception in young infants. Developmental Psychology, 18: 10–14.Find this resource:

Bunger, A. (2006). How we learn to talk about events: Linguistic and conceptual constraints on verb learning. Unpublished Ph.D. thesis, Northwestern University.Find this resource:

Bunger, A., Trueswell, J., and Papafragou, A. (2010). Seeing and saying: The relation between event apprehension and utterance formulation in children. Proceedings of the Annual Boston University Conference on Language Development. Boston: Boston University Press, 34: 58–69.Find this resource:

Burzio, Luigi (1986). Italian Syntax: A government-binding approach. Dordrecht: Reidel.Find this resource:

Burzio, Luigi (2000). Cycles, non-derived-environment blocking, and correspondence. In J. Dekkers, F. van der Leeuw, and J. van de Weijer (eds), Optimality Theory: Syntax, Phonology, and Acquisition. Oxford: Oxford University Press.Find this resource:

Burzio, Luigi (2004). Sources of paradigm uniformity. In Laura J. Downing, T. A. Hall, and Renate Raffelsiefen (eds), Paradigms in Phonological Theory. Oxford: Oxford University Press.Find this resource:

Bush, R. R. and Mosteller, F. (1955). Stochastic Models for Learning. New York: Wiley.Find this resource:

Butt, Miriam (2006). Theories of Case. Cambridge: Cambridge University Press.Find this resource:

Bybee, Joan (1985). Morphology: A study of the relation between meaning and form. Amsterdam: John Benjamins.Find this resource:

Bybee, Joan (1995). Regular morphology and the lexicon. Language and Cognitive Processes, 10: 425–55.Find this resource:

Bybee, J. (1998). The emergent lexicon. Proceedings of the Chicago Linguistics Society, 34: 421–35.Find this resource:

Bybee, Joan L. (2001). Phonology and Language Use. Cambridge, MA: Cambridge University Press.Find this resource:

Bybee, Joan and Hopper, Paul (eds) (2001). Frequency and the Emergence of Linguistic Structure. Amsterdam: John Benjamins.Find this resource:

Bybee, Joan and Pardo, Elly (1981). On lexical and morphological conditioning of rules: A nonce-probe experiment with Spanish verbs. Linguistics, 19: 937–68.Find this resource:

Bybee, Joan and Slobin, Dan (1982). Rules and schemas in the development and use of the English past tense. Language, 58(2): 265–89.Find this resource:

(p. 835) Byrnes J. and Duff, M. (1989). Young children’s comprehension of modal expressions. Cognitive Development, 4: 369–87.Find this resource:

Cabré Sans, Y. and Gavarró, A. (2006). Subject distribution and verb classes in child Catalan. In A. Belikova, L. Meroni, and M. Umeda (eds), Proceedings of the 2nd Conference of GALANA. Somerville, MA: Cascadilla Press, 51–60.Find this resource:

Cairns, H., McDaniel, D., Hsu, J. R., and Ra, M. (1994). A longitudinal study of principles of control and pronominal reference in child English. Language, 70: 260–88.Find this resource:

Camacho, J. A. (2013). Null Subjects. Cambridge: Cambridge University Press.Find this resource:

Camacho, J. and Elías-Ulloa, J. (2010). Null subjects in Shipibo switch-reference systems. In J. Camacho, R. Gutiérrez Bravo, and L. Sánchez (eds), Information Structure in Languages of the Americas. Berlin: Mouton de Gruyter.Find this resource:

Camaioni, L. and Longobardi, E. (2001). Noun versus verb emphasis in Italian mother-to-child speech. Journal of Child Language, 28(3): 773–85.Find this resource:

Camarata, Stephen M. and Gandour, Jack (1984). On describing idiosyncratic phonologic systems. Journal of Speech and Hearing Disorders, 49: 262–6.Find this resource:

Campbell, A. L. and Tomasello, M. (2001). The acquisition of English dative constructions. Applied Psycholinguistics, 22: 253–67.Find this resource:

Caprin, C. and Guasti, M. T. (2006). A cross-sectional study on the use of “be” in early Italian. In V. Torrens and L. Escobar (eds), The Acquisition of Syntax in Romance Languages. Amsterdam: John Benjamins.Find this resource:

Caramazza, Alfonso (1988). Some aspects of language processing revealed through the analysis of acquired aphasia: The lexical system. Annual Review of Neuroscience, 11: 395–421.Find this resource:

Cardinaletti, A. and Starke, M. (1995). The tripartition of pronouns and its acquisition: Principle B Problems are ambiguity problems, in J. Beckman (ed.), Proceedings of the Northeastern Linguistic Society 25, GLSA. Amherst: University of Massachusetts.Find this resource:

Cardinaletti, A. and Starke, M. (1996). Deficient pronouns: A view from Germanic, in H. Thráinsson, S. D. Epstein, and S. Peters (eds), Studies in Germanic Syntax II. Dordrecht: Kluwer Academic.Find this resource:

Cardon, L. R., Smith, S. D., Fulker, D. W., Kimberling, W. J., Pennington, B. F., and DeFries, J. C. (1994). Quantitative trait locus for reading disability on chromosome 6. Science, 266(5183): 276–9.Find this resource:

Carey, S. (1978a). Less may never mean more. In R. N. Campbell and P. T. Smith (eds), Recent Advances in the Psychology of Language: Language development and mother–child interaction. New York, NY: Plenum, 109–31.Find this resource:

Carey, S. (1978b). The child as word learner. In J. Bresnan, G. Miller, and M. Halle (eds), Linguistic Theory and Psychological Reality. Cambridge, MA: MIT Press, 264–93.Find this resource:

Carey, S. (2009). Origins of Concepts. Oxford: Oxford University Press.Find this resource:

Carlson, Gregory N. (1977). Reference to kinds in English. Unpublished Ph.D. thesis, University of Massachusetts.Find this resource:

Carlson, Gregory N. and Pelletier, Francis Jeffrey (eds) (1995). The Generic Book. Chicago: Chicago University Press.Find this resource:

Carlucci, L. and Case, J. (2013), On the necessity of U-shaped learning. Topics in Cognitive Science, 5: 56–88.Find this resource:

Carlucci, L., Case, J., Jain, S., and Stephan, F. (2004). U-shaped learning may be necessary. 37th Annual Meeting of the Society for Mathematical Psychology, Ann Arbor, Michigan, July, abstract in Journal of Mathematical Psychology, 49(1): 97, 2005.Find this resource:

Carlucci, L., Case, J., Jain, S., and Stephan, F. (2007). Memory-limited U-shaped learning. Information and Computation, 205: 1551–73.Find this resource:

(p. 836) Carpenter, Angela (2005). Acquisition of a natural vs. an unnatural stress system. In A. Burgos, M. R. Clark-Cotton, and S. Ha (eds), Proceedings of the 29th Annual Boston University Conference on Language Development. Somerville, MA: Cascadilla Press, 134–43.Find this resource:

Carrier-Duncan, J. (1985). Linking of thematic roles in derivational word formation. Linguistic Inquiry, 16: 1–34.Find this resource:

Carston, R. (1995). Quantity maxims and generalized implicature. Lingua, 96: 213–44.Find this resource:

Carston, R. (1998). Informativeness, relevance and scalar implicature. In R. Carston and S. Uchida (eds), Relevance Theory: Applications and implications. Amsterdam: John Benjamins.Find this resource:

Carter, R. (1976). Some constraints on possible words. Semantikos, 1: 27–66.Find this resource:

Cascells, W., Schoenberger, A., and Grayboys T. (1978). Interpretation by physicians of clinical laboratory results. New England Journal of Medicine, 299(18): 999–1001.Find this resource:

Case, J. (1999). The power of vacillation in language learning. SIAM Journal on Computing, 28: 1941–69.Find this resource:

Cassidy, K. W. and Kelly, M. H. (1991). Phonological information for grammatical category assignments. Journal of Memory and Language, 30: 348–69.Find this resource:

Cataño, Lorena, Barlow, Jessica A., and Moyna, María Irene (2009). A retrospective study of phonetic inventory complexity in acquisition of spanish: Implications for phonological universals. Clinical Linguistics and Phonetics, 23(6): 446–72.Find this resource:

Cattell, R. (1978). On the source of interrogative adverbs. Language, 34: 61–77.Find this resource:

Catts, Hugh W. and Jensen, Paul J. (1983). Speech timing of phonologically disordered children: Voicing contrasts of initial and final stop consonants. Journal of Speech and Hearing Research, 26: 501–10.Find this resource:

Cauvet, E., Alves Limissuri, R., Millotte, S., Margules, S. and Christophe, A. (2010). What 18-month-old French-learning infants know about nouns and verbs. Poster presented at the XVIIth International Conference on Infant Studies, Baltimore (USA), 11–14 April.Find this resource:

Cazden, C. B. (1968). The acquisition of noun and verb inflections. Child Development, 39: 433–48.Find this resource:

Cazden, C. (1970). Children’s questions: Their forms, functions and role in education. Young Children, March: 202–20.Find this resource:

Chafe, W. (1995). The realis–irrealis distinction in Caddo, the Northern Iroquoian Languages, and English. In J. Bybee and S. Fleischman (eds), Modality in Grammar and Discourse. Philadelphia, PA: John Benjamins Publishing Company.Find this resource:

Chaitin, Gregory (2004). How real are real numbers? ArXiv: math/0411418v3.Find this resource:

Chambers, Craig, Graham, Susan, and Turner, Juanita N. (2008). When hearsay trumps evidence: How generics guide preschoolers inferences about unfamiliar things. Language and Cognitive Processes, 23: 749–66.Find this resource:

Chambers, Jack K. (1973). Canadian raising. The Canadian Journal of Linguistics, 18: 113–35.Find this resource:

Chambers, Kyle E., Onishi, Kristine H., and Fisher, Cynthia (2002). Learning phonotactic constraints from brief auditory experience. Cognition, 83: B13–B23.Find this resource:

Chambers, Kyle E., Onishi, Kristine H., and Fisher, Cynthia L. (2003). Infants learn phonotactic regularities from brief auditory experience. Cognition, 87: B69–B77.Find this resource:

Chambers, Kyle E., Onishi, Kristine H., and Fisher, Cynthia L. (2011). Representations for phonotactic learning in infancy. Language Learning and Development, 7: 287–308.Find this resource:

Chaney, Carolyn F. (1978). Production and identification of /j, w, r, l/ in normal and articulation impaired children. Unpublished Ph.D. thesis, Boston University.Find this resource:

Chao, Yuen-Ren (1951). The Cantian idiolect: An analysis of the Chinese spoken by a twenty-eight-months-old child. University of California Publications in Semitic Phonology, 11: 27–44.Find this resource:

(p. 837) Charest, M. J. and Leonard, L. B. (2004). Predicting tense: Finite verb morphology and subject pronouns in the speech of typically-developing children and children with Specific Language Impairment. Journal of Child Language, 31(1): 231–46.Find this resource:

Charles-Luce, Jan and Luce, Paul (1990). Some structural properties of words in young children’s lexicons. Journal of Child Language, 17: 205–15.Find this resource:

Chater, N. and Manning, C. (2006). Probabilistic models of language processing and acquisition. Trends in Cognitive Sciences, 10: 287–91.Find this resource:

Chater, N. and Oaksford, M. (1999). Ten years of the rational analysis of cognition. Trends in Cognitive Sciences, 3(2): 57–65.Find this resource:

Chater, Nick and Vitányi, Paul (2007). “Ideal learning” of natural language: Positive results about learning from positive evidence. Journal of Mathematical Psychology, 51: 135–63.Find this resource:

Chemla, E., Mintz, T., Bernal, S., and Christophe, A. (2009). Categorizing words using “frequent frames”: What cross-linguistic analyses reveal about distributional acquisition strategies. Developmental Science, 12(3): 396–406.Find this resource:

Chen, A. (2007). Intonational realization of topic and focus by Dutch-acquiring 4-to-5-year-olds. In Proceedings of the 16th International Congress of Phonetic Sciences (ICPhS), 1553–56.Find this resource:

Chen, A. (2011). Tuning information packaging: Intonational realization of topic and focus in child Dutch. Journal of Child Language, 38: 1055–83.Find this resource:

Cheung, H. (2006). False belief and language comprehension in Cantonese-speaking children. Journal of Experimental Child Psychology, 9: 79–98.Find this resource:

Cheung, H., Hsuan-Chih, C., Creed, C., Ng, L., Ping Wang, S., and Mo, L. (2004). Relative roles of general and complementation language in theory-of-mind development: Evidence from Cantonese and English. Child Development, 75: 1155–70.Find this resource:

Chevrot, J., Dugua, C. and Fayol, M. (2009). Liaison acquisition, word segmentation and construction in French: A usage-based account. Journal of Child Language, 36: 557–96.Find this resource:

Chiat, Shulamuth (1981). Context-specificity and generalization in the acquisition of pronominal distinctions. Journal of Child Language, 8: 75–91.Find this resource:

Chiat, Shulamuth (1983). Why Mikey’s right and my key’s wrong: The significance of stress and word boundaries in a child’s output system. Cognition, 14: 275–300.Find this resource:

Chien, Y.-C. (1992). Theoretical implications of the Principles and Parameters Model for language acquisition in Chinese. In H. C. Chen and O. J. L. Tzeng (eds), Language Processing in Chinese. Amsterdam: Elsevier Science, 313–45.Find this resource:

Chien, Y. C. and B. Lust (2006). Chinese children’s knowledge of the Binding Principles. In P. Li, L. H. Tan, E. Bates, and O. J. L. Tzeng (eds), Handbook of East-Asian Psycholinguistics (Vol. 1: Chinese). Cambridge: Cambridge University Press, 1: 23–38.Find this resource:

Chien, Y.-C., and Wexler, K. (1987). A comparison between Chinese-speaking and English-speaking children’s acquisition of reflexives and pronouns. Paper presented at the 12th Annual Boston University Conference on Child Language Development, Boston.Find this resource:

Chien, Y.-C. and Wexler, K. (1990). Children’s knowledge of locality conditions in binding as evidence for the modularity of syntax and pragmatics. Language Acquisition, 1: 225–95.Find this resource:

Chierchia, Gennaro (1998). Reference to kinds across languages. Natural Language Semantics, 6: 339–405.Find this resource:

Chierchia, G. (2004). Scalar implicatures, polarity phenomena and the syntax–pragmatics interface. In A. Belletti (ed.), Structures and Beyond. Oxford: Oxford University Press, 39–103.Find this resource:

Chierchia, G., Crain, S., Guasti, M. T., Gualmini, A., and Meroni, L. (2001). The acquisition of disjunction: Evidence for a grammatical view of scalar implicatures. Proceedings of the 25th (p. 838) Boston University Conference on Language Development. Somerville, MA: Cascadilla Press, 157–68.Find this resource:

Chierchia, G., Fox, D., and Spector, B. (2009). Hurford’s Constraint and the Theory of Scalar Implicatures. In P. Egré and G. Magri (eds), Presuppositions and Implicatures. Proceedings of the MIT-Paris Workshop. Cambridge, MA: MIT Working Papers in Linguistics, 47–62.Find this resource:

Chin, Steven B. and Dinnsen, Daniel A. (1992). Consonant clusters in disordered speech: Constraints and correspondence patterns. Journal of Child Language, 19: 259–85.Find this resource:

Cho, S.-W. (2009). Acquisition of Korean reflexive anaphora. In C. Lee (ed.), Handbook of East-Asian Psycholinguistics (Vol. 3: Korean). Cambridge: Cambridge University Press.Find this resource:

Choi, S. (1991). Early acquisition of epistemic meanings in Korean: A study of sentence-ending suffixes in spontaneous speech of three children. First Language, 11: 93–119.Find this resource:

Choi S. (1995). The development of epistemic sentence-ending modal forms and functions in Korean children. In J. Bybee and S. Fleischman (eds), Modality in Grammar and Discourse. Amsterdam: Benjamins, 165–204.Find this resource:

Choi, Y. and Mazuka, R. (2003). Young children’s use of prosody in sentence parsing. Journal of Psycholinguistic Research, 32: 197–217.Find this resource:

Choi, Y. and Trueswell, J. C. (2010). Children’s (in)ability to recover from garden paths in a verb-final language: Evidence for developing control in sentence processing. Journal of Experimental Child Psychology, 106: 41–61.Find this resource:

Cholin, Joana, Levelt, Willem J., and Schiller, Niels O. (2006). Effects of syllable frequency in speech production. Cognition, 99: 205–35.Find this resource:

Chomsky, C. (1969). The Acquisition of Syntax in Children from 5 to 10. Cambridge, MA: MIT Press.Find this resource:

Chomsky, N. (1955). The Logical Structure of Linguistic Theory. Cambridge, MA: MIT Humanities Library, Microfilm, Published in 1977 by Plenum.Find this resource:

Chomsky, Noam (1956). Three models for the description of language. IRE Transactions on Information Theory, 113124: IT-2.Find this resource:

Chomsky, N. (1957). Syntactic Structures. The Hague: Mouton De Gruyter.Find this resource:

Chomsky, N. (1959). A review of B.F. Skinner’s Verbal Behavior. Language, 35: 26–58.Find this resource:

Chomsky, Noam (1964). Current issues in linguistic theory. In Jerry Fodor and Jerrold Katz (eds), The Structure of Language: Readings in the Philosophy of Language. Englewood Cliffs, NJ: Prentice Hall.Find this resource:

Chomsky, N. (1965). Aspects of the Theory of Syntax. Cambridge, MA: MIT Press.Find this resource:

Chomsky, N. (1971). Problems of Knowledge and Freedom. London: Fontana.Find this resource:

Chomsky, N. (1973). Conditions on transformations. In S. Anderson and P. Kiparsky (eds), A Festschrift for Morris Halle. New York: Holt, Rinehart and Winston, 237–86.Find this resource:

Chomsky, N. (1975). Reflections on Language. New York: Pantheon.Find this resource:

Chomsky, N. (1977). On wh-movement. In P. Cullicover, T. Wasow, and A. Akmajian (eds), Formal Syntax. New York: Academic Press, 71–132.Find this resource:

Chomsky, N. (1980). Rules and Representations. Oxford: Basil Blackwell.Find this resource:

Chomsky, N. (1981a). Lectures on Government and Binding. Dordrecht: Foris.Find this resource:

Chomsky, N. (1981b). Rules and Representations. New York: Columbia University Press.Find this resource:

Chomsky, N. (1982). Some Concepts and Consequences of the Theory of Government and Binding. Cambridge, MA: MIT Press.Find this resource:

Chomsky, N. (1986). Knowledge of Language: Its nature, origin, and use. New York: Praeger.Find this resource:

Chomsky, N. (1988). Language and Problems of Knowledge: The Managua Lectures. Cambridge, MA: MIT Press.Find this resource:

(p. 839) Chomsky, N. (1995). The Minimalist Program. Cambridge, MA: MIT Press.Find this resource:

Chomsky, Noam (1998). Minimalist inquiries: The framework. In Roger Martin, David Michaels, and Juan Uriagereka (eds), Step by Step: Essays on Minimalist Syntax in Honor of Howard Lasnik. Cambridge, MA: MIT Press.Find this resource:

Chomsky, N. (2000a). Minimalist inquiries: The framework. In R. Martin, D. Michaels, J. Uriagereka (eds), Step by Step. Cambridge, MA: MIT Press.Find this resource:

Chomsky, N. (2000b). New Horizons in the Study of Language and Mind. Cambridge: Cambridge University Press.Find this resource:

Chomsky, N. (2001). Derivation by phase. In M. Kenstowicz (ed.), Ken Hale: A Life in Language. Cambridge, MA: MIT Press, 1–52.Find this resource:

Chomsky, N. (2004). Beyond explanatory adequacy, structures and beyond. In A. Belletti (ed.), The Cartography of Syntactic Structures. Oxford; New York: Oxford University Press, 3: 104–31.Find this resource:

Chomsky, N. (2005). On Phases. In R. Freidin, C. P. Otero, and M.-L. Zubizaretta (eds), Foundational Issues in Linguistic Theory. Cambridge, MA: MIT Press.Find this resource:

Chomsky, Noam and Halle, Morris (1968). The Sound Pattern of English. New York: Harper and Row.Find this resource:

Chomsky, N. and Lasnik, H. (1993). The Theory of Principles and Parameters. In J. J. v. S. A. S. W. Halbband and T. Vennemann (eds), Syntax: Ein Internationales Handbuch Zeitgenossischer Forschung. An International Handbook of Contemporary Research. Berlin: Federal Republic of Germany: Walter de Gruyter, 506–69.Find this resource:

Christiansen, Morten H., Allen, Joseph, and Seidenberg, Mark S. (1998). Learning to segment speech using multiple cues: A connectionist model. Language and Cognitive Processes, 13: 221–68.Find this resource:

Christiansen, Morten H., Onnis, Luca, and Hockema, Stephen A. (2009). The secret is in the sound: From unsegmented speech to lexical categories. Developmental Science, 12: 388–95.Find this resource:

Christofidou, A. (1998). Number or case first? Evidence from Modern Greek. In A. Aksu-Koç, E. Erguvanli Taylan, A. Sumru Özsoy, and A. Küntay (eds), Perspectives on Language Acquisition. Selected papers from the VIIth International Congress for the study of Child Language, 46–59.Find this resource:

Christophe, A., Dupoux, E., Bertoncini, J., and Mehler, J. (1994). Do infants perceive word boundaries? An empirical study of the bootstrapping of lexical acquisition. Journal of Acoustical Society of America, 95: 1570–80.Find this resource:

Christophe, A., Guasti, M. T., Nespor, M., Dupoux, E., and van Ooyen, B. (1997). Reflections on phonological bootstrapping: Its role for lexical and syntactic acquisition. Language and Cognitive Processes, 12: 585–612.Find this resource:

Christophe, A., Mehler, J., and Sebastian-Galles, N. (2001). Perception of prosodic boundary correlates by newborn infants. Infancy, 2: 385–94.Find this resource:

Christophe, A., Peperkamp, S., Pallier, C., Block, E., and Mehler, J. (2004). Phonological phrase boundaries constrain lexical access: I. Adult data. Journal of Memory and Language, 51: 523–47.Find this resource:

Christophe, A., Millotte, S., Bernal, S., and Lidz, J. (2008). Bootstrapping lexical and syntactic acquisition. Language and Speech, 51: 61–75.Find this resource:

Church, Kenneth W. (1987). Phonological parsing and lexical retrieval. Cognition, 25: 53–69.Find this resource:

Cimpian, Andrei, and Markman, Ellen M. (2008). Preschool children’s use of cues to generic meaning. Cognition, 107(1): 19–53.Find this resource:

(p. 840) Cimpian, Andrei and Markman, Ellen M. (2009). Information learned from generic language becomes central to children’s biological concepts: Evidence from their open-ended explanations. Cognition, 113(1): 14–25.Find this resource:

Cimpian, Andrei, Brandone, Amanda C., and Gelman, Susan A. (2010a). Generic statements require little evidence for acceptance but have powerful implications. Cognitive Science, 34(8): 1452–82.Find this resource:

Cimpian, Andrei, Gelman, Susan A., and Brandone, Amanda C. (2010b). Theory-based considerations influence the interpretation of generic sentences. Language and Cognitive Processes, 25: 261–76.Find this resource:

Cimpian, Andrei, Meltzer, Trent J., and Markman, Ellen M. (2011). Preschoolers’ use of morphosyntactic cues to identify generic sentences: Indefinite singular noun phrases, tense and aspect. Child Development, 82(5): 1561–78.Find this resource:

Cinque, G. (1988). On si constructions and the theory of arb. Linguistic Inquiry, 19: 521–81.Find this resource:

Cinque, G. (1990). Types of A′ Dependencies. Cambridge, MA: MIT Press.Find this resource:

Cinque, Guglielmo, and Rizzi, Luigi (2010). Mapping Spatial PPs. New York: Oxford University Press.Find this resource:

Clahsen, H. and Almazan, M. (1998). Syntax and morphology in Williams syndrome. Cognition, 68: 167–98.Find this resource:

Clahsen, Harald and Penke, Martina (1992). The acquisition of agreement morphology and its syntactic consequences: New evidence on German child language from the Simone-corpus. In Jürgen Meisel (ed.), The Acquisition of Verb Placement. Dordrecht: Kluwer Academic Publishers.Find this resource:

Clahsen, H. and Temple, C. (2002). Words and rules in children with Williams Syndrome. In Y. Levy and J. Schaeffer (eds), Language Competence across Populations: Towards a Definition of Specific Language Impairment. Dordrecht: Kluwer, 323–52.Find this resource:

Clahsen, Harald, Rothweiler, Monika, Woest, Andreas, and Marcus, Gary (1992). Regular and irregular inflection in the acquisition of German noun plurals. Cognition, 45: 225–55.Find this resource:

Clahsen, H., Eisenbeiss, S., and Vainikka, A. (1994). The seeds of structure. In T. Hoekstra and B. Schwartz (eds), Language Acquisition Studies in Generative Grammar. Amsterdam: John Benjamins, 85–118.Find this resource:

Clahsen, H., Eisenbeiss, S., and Penke, M. (1995). Lexical learning in early syntactic development. In H. Clahsen (ed.), Generative Perspectives on Language Acquisition. Amsterdam: Benjamins, 129–60.Find this resource:

Clahsen, H., Kursawe, C., and Penke, M. (1996). Introducing CP: Wh-questions and subordinate clauses in German child language. In C. Koster and F. Wijnen (eds), Proceedings of the Groningen Assembly on Language Acquisition. Groningen: Centre for Language and cognition, 5–22.Find this resource:

Clahsen, H., Aveledo, F. and Roca, I. (2002). The development of regular and irregular verb inflection in Spanish child language. Journal of Child Language, 29: 591–622.Find this resource:

Clancy, P. M. (1985). The acquisition of Japanese. In D. I. Slobin (ed.), The Crosslinguistic Study of Language Acquisition, vol. 1. Hillsdale, NJ: Erlbaum.Find this resource:

Clancy, P. (1993). Preferred argument structure in Korean acquisition. In E. V. Clark (ed.), Proceedings of the 25th Annual Child Language Research Forum. Stanford, CA: Center for the Study of Language and Information, 307–14.Find this resource:

Clancy, P. M. (1996). Referential strategies and the co-construction of argument structure in Korean acquisition. In B. Fox (ed.), Studies in Anaphora. Amsterdam: John Benjamins, 33–68.Find this resource:

(p. 841) Clark, Alexander, and Eyraud, Rémi (2007). Polynomial identification in the limit of substitutable context-free languages. Journal of Machine Learning Research, 8: 1725–45.Find this resource:

Clark, A. and Karmiloff-Smith, A. (1993). The cognizer’s innards: A psychological and philosophical perspective on the development of thought. Mind and Language, 8: 487–519.Find this resource:

Clark, Alexander, and Lappin, Shalom (2011). Linguistic Nativism and the Poverty of the Stimulus. Oxford: Wiley-Blackwell.Find this resource:

Clark, Alexander, Eyraud, Rémi, and Habrard, Amaury (2010). Using contextual representations to efficiently learn context-free languages. Journal of Machine Learning Research, 11: 2707–44.Find this resource:

Clark, E. V. (1972). On the child’s acquisition of antonyms in two semantic fields. Journal of Verbal Learning and Verbal Behavior, 11: 750–8.Find this resource:

Clark, E. V. (1978). Awareness of language: Some evidence from what children say and do. In R. J. A. Sinclair and W. Levelt (eds), The Child’s Conception of Language. Berlin: Springer Verlag.Find this resource:

Clark, E. V. (1987). The principle of contrast: A constraint on language acquisition. In B. MacWhinney (ed.), Mechanisms of Language Acquisition. Hillsdale, NJ: Lawrence Erlbaum Associates, 1–33.Find this resource:

Clark, E. V. (1988). On the logic of contrast. Journal of Child Language, 15: 317–35.Find this resource:

Clark, E. V. (1990). On the pragmatics of contrast. Journal of Child Language, 17: 417–31.Find this resource:

Clark, Eve (1993). The Lexicon in Acquisition. Cambridge: Cambridge University Press.Find this resource:

Clark, Eve V., Hecht, Barbara Frant, and Mulford, Randa C. (1986). Coining complex compounds in English: Affixes and word order in acquisition. Linguistics, 24(1): 7–30.Find this resource:

Clark, H. (1970). The primitive nature of children’s relational concepts. In J. R. Hayes and R. Brown (eds), Cognition and the Development of Language. New York: John Wiley and Sons, 260–78.Find this resource:

Clark, R. (1970). Concerning the logic of predicate modifiers. Noûs, 4: 311–55.Find this resource:

Clark, R. (1989). On the relationship between the input data and parameter setting. In J. Carter and R. M. Dechaine (eds), Proceedings of the 19th Annual Meeting of the North East Linguistic Society (NELS 19), Amherst, MA.Find this resource:

Clark, R. (1992). The selection of syntactic knowledge. Language Acquisition, 2: 83–149.Find this resource:

Clark, R. and Roberts, I. (1993). A computational model of language learnability and language change. Linguistic Inquiry, 24(2): 299–345.Find this resource:

Clarkson, M. G. and Clifton, R. K. (1985). Infant pitch perception: Evidence for responding to pitch categories and the missing fundamental. Journal of the Acoustical Society of America, 77: 1521–7.Find this resource:

Clements, George N. (1984). Vowel harmony in Akan: A consideration of Stewart’s word structure conditions. Studies in African Linguistics, 15: 321–37.Find this resource:

Clements, George N. (1986). Compensatory lengthening and consonant gemination in Luganda. In Leo Wetzels and Engin Sezer (eds), Studies in Compensatory Lengthening. Dordrecht: Foris, 37–77.Find this resource:

Clements, George N. (1990). The role of the sonority cycle in core syllabification. In John Kingston and Mary E. Beckman (eds), Papers in Laboratory Phonology I: Between the Grammar and Physics of Speech. Cambridge: Cambridge University Press, I: 283–333.Find this resource:

Clements, George, and Keyser, Jay (1983). CV Phonology: A Generative Theory of the Syllable. Cambridge, MA: MIT Press.Find this resource:

Clements, G. N. and Sezer, Engin (1982). Vowel and consonant disharmony in Turkish. In H. van der Hulst and N. Smith (eds), The Structure of Phonological Representations, part 2. Foris. Dordrecht, 213–55.Find this resource:

(p. 842) Clumeck, H. (1980). The acquisition of tone. In G. H. Yeni-Komshian, J. F. Kavanagh, and C. A. Ferguson (eds), Child phonology, Vol 1. Production. New York, Academic Press, 1: 257–75.Find this resource:

Coady, Jeffry A. and Aslin, Richard N. (2003). Phonological neighbourhoods in the developing lexicon. Journal of Child Language, 30: 441–69.Find this resource:

Coady, Jeffry A. and Richard N. Aslin (2004). Young children’s sensitivity to probabilistic phonotactics in the developing lexicon. Journal of Experimental Child Psychology, 89: 183–213.Find this resource:

Coady, Jeffry A. and Evans, Julia L. (2008). Uses and interpretations of non-word repetition tasks in children with and without specific language impairment (SLI). International Journal of Language and Communication Disorders, 43: 1–40.Find this resource:

Coates, J. (1987). The acquisition of the meanings of modality in children aged eight and twelve. Journal of Child Language, 15: 425–34.Find this resource:

Coetzee, Andries and Pater, Joe (2008a). Weighted constraints and gradient restrictions on place co-occurrence in Muna and Arabic. Natural Language and Linguistic Theory, 26(2): 289–337.Find this resource:

Coetzee, Andries and Pater, Joe (2008b). The place of variation in phonological theory. In John Goldsmith, Jason Riggle, and Alan Yu (eds), The Handbook of Phonological Theory, 2nd edn. Oxford: Blackwell.Find this resource:

Cohen, Ariel (2001). On the generic use of indefinite singulars. Journal of Semantics, 18: 183–209.Find this resource:

Cohen, Ariel. (2004). Generics and mental representation. Linguistics and Philosophy, 27: 529–56.Find this resource:

Cole, P., and Hermon, G. (2000). Partial Wh-movement: Evidence from Malay. In U. Lutz, G. Mueller, and A. von Stechow (eds), Wh-scope Marking: Linguistik Aktuell Linguistics Today. Amsterdam, Philadelphia: John Benjamins, 37: 101–30.Find this resource:

Cole, P., Hermon, G., and Yanti (2005). Voice in Malay/Indonesian. Lingua, 118: 1500–53.Find this resource:

Colledge, E., Bishop, D. V. M., Koeppen-Schomerus, G., Price, T. S., Happe, F. G. E., Eley, T. C., Dale, P. S., and Plomin, R. (2002). The structure of language abilities at 4 years: A twin study. Developmental Psychology, 38: 749–57.Find this resource:

Collins, C. (2005). A smuggling approach to the passive in English. Syntax, 8, 81–120.Find this resource:

Compton, A. J. and M. Streeter (1977). Child phonology: Data collection and preliminary analyses. Papers and Reports on Child Language Development, 13:. 99–109.Find this resource:

Comrie, Bernard (1976). Aspect. Cambridge, MA: Cambridge University Press.Find this resource:

Comrie, Bernard (1977). In defense of spontaneous demotion. In P. Cole and J. Sadock (eds), Grammatical Relations, no. 8 in Syntax and Semantics. London: Academic Press.Find this resource:

Condry, K. F., and Spelke, E. S. (2008). The development of language and abstract concepts: The case of natural number. Journal of Experimental Psychology, 137: 22–38.Find this resource:

Conroy, A., and Thornton, R. (2003). Children’s knowledge of Principle C in discourse. Proceedings of the Sixth Tokyo Conference on Psycholinguistics. Tokyo: Hituzi Syobo Publishing Company, 69–94.Find this resource:

Conroy, A. (2008). The role of verification strategies in semantic ambiguity resolution in children and adults. Ph.D. dissertation, University of Maryland.Find this resource:

Conroy, A., and Lidz, J. (2007). Production/comprehension asymmetry in children’s why questions. Paper presented at the Generative Approaches to Language Acquisition North America 2, Cambridge: Cascadilla Press.Find this resource:

Conroy, A., Fults, S., Musolino, J., and Lidz, J. (2008). Surface scope as a default: The effect of time in resolving Quantifier Scope Ambiguity. Poster presented at the 21st CUNY Conference on Sentence Processing. Chapel Hill: University of North Carolina, 13 March.Find this resource:

(p. 843) Conroy, A., Takahashi, E., Lidz, J., and Phillips, C. (2009). Equal treatment for all antecedents: How children succeed with Principle B. Linguistic Inquiry, 40: 446–86.Find this resource:

Conway, C. M., and Christiansen, M. H. (2005). Modality-constrained statistical learning of tactile, visual, and auditory sequences. Journal of Experimental Psychology: Learning Memory and Cognition, 31(1): 24–3916.Find this resource:

Conwell, E., and Demuth, K. (2007). Early syntactic productivity: Evidence from dative shift. Cognition, 103: 163–79.Find this resource:

Coopmans, P., Krul, M., Planting, E., Vlasveld, I., and van Zoelen, A. (2004). Dissolving a Dutch Delay in the acquisition of syntactic and logophoric reflexives. In A. Brugor, L. Micciulla, and C. E. Smith (eds), Proceedings of the 28th Annual Boston University Conference on Language Development. Somerville, MA: Cascadilla Press, 108–19.Find this resource:

Coots, J. H. (1976). Children’s knowledge and acquisition of polar spatial adjectives. Unpublished Ph.D. thesis, University of Utah.Find this resource:

Corver, N. (1990). The syntax of left branch extractions. Unpublished Ph.D. thesis, Tilburg University.Find this resource:

Corver, N. (1993). A note on subcomparatives. Linguistic Inquiry, 24: 773–81.Find this resource:

Côté, Marie-Hélène (2000). Consonant cluster phonotactics: a perception-based approach. Unpublished Ph.D. thesis, MIT.Find this resource:

Couto, J. M., Gomez, L., Wigg, K., Cate-Carter, T., Archibald, J., Anderson, B., Tannock, R., Kerr, E. N., Lovett, M. W., Humphries, T., and Barr, C. L. (2008). The KIAA0319-like (KIAA0319L) gene on chromosome 1p34 as a candidate for reading disabilities. Journal of Neurogenetics, 22: 295–313.Find this resource:

Crago, M., Paradis, J., and Menn, L. (2008). Crosslinguistic perspectives on syntax and semantics of language disorders. In M. J. Ball and M. Perkins (eds), The Handbook of Clinical Linguisitcs. Malden, MA: Blackwell.Find this resource:

Crain, S. (1991). Language acquisition in the absence of experience. Behavioral and Brain Sciences, 14: 597–650.Find this resource:

Crain, S., and Fodor, J. D. (1993). Competence and performance in child language. In E. Dromi (ed.), Language and Cognition: A Developmental Perspective. Norwood, NJ: Ablex, 141–71.Find this resource:

Crain, S. and Khlentzos, D. (2008). Is logic innate? Biolinguistics, 2(1): 24–56.Find this resource:

Crain, S. and Khlentzos, D. (2010). The logic instinct. Mind and Language, 25(1): 30–65.Find this resource:

Crain, S. and Nakayama, M. (1987). Structure dependence in grammar formation. Language, 63: 522–43.Find this resource:

Crain, S. and McKee, C. (1985). The acquisition of structural restrictions on anaphora. Proceedings of NELS 15. Amherst, MA: GLSA Publications, 94–110.Find this resource:

Crain, S. and Pietroski, P. (2001). Nature, nurture and Universal Grammar. Linguistics and Philosophy, 24(2): 139–86.Find this resource:

Crain, S. and Thornton, R. (1998). Investigations in Universal Grammar: A Guide to Experiments on the Acquisition of Syntax and Semantics. Cambridge, MA: MIT Press.Find this resource:

Crain, Stephen, Thornton, Rosalind, and Murasugi, Keiko (1987). Capturing the evasive passive. Paper presented at the Boston University Conference on Language Development. Reprinted in Language Acquisition, 2009, 16: 123–33.Find this resource:

Crain, S., Ni, W., and Conway, L. (1994). Learning, parsing and modularity. In C. Clifton, L. Frazier, and K. Rayner (eds), Perspectives on Sentence Processing. Hillsdale, NJ: Lawrence Erlbaum.Find this resource:

Crain, S., Thornton, R., Boster, C., Conway, L., Lillo-Martin, D., and Woodams, E. (1996). Quantification without qualification. Language Acquisition, 5(2): 83–153.Find this resource:

(p. 844) Crain, S., Gardner, A., Gualmini, A., and Rabbin, B. (2002). Children’s command of negation. Proceedings of the Third Tokyo Conference on Psycholinguistics. Tokyo: Hituzi Publishing Company, 71–95.Find this resource:

Crain, S., Thornton, R., and Murasugi, K. (2009). Capturing the evasive passive. Language Acquisition, 16: 123–33.Find this resource:

Crawford, Jean (2004). An adversity passive analysis of early Sesotho passives: Reanalyzing a counterexample to maturation. Poster presentation at GALANA 1.Find this resource:

Crawford, J. (2009). Sesotho Passives: The long and short of it. In J. Chandlee, M. Franchini, S. Lord, and G. M. Rheiner (eds), Proceedings of the 33rd annual Boston University Conference on Language Development. Somerville, MA: Cascadilla Press.Find this resource:

Crawford, J. (2012). Developmental perspectives on the acquisition of the passive. Unpublished Ph.D. dissertation, University of Connecticut.Find this resource:

Cresswell, M. J. (1976). The semantics of degree. In B. H. Partee (ed.), Montague Grammar. New York: Academic Press, 261–92.Find this resource:

Cristià, Alejandrina and Seidl, Amanda (2008). Is infants’ learning of sound patterns constrained by phonological features? Language Learning and Development, 4: 203–27.Find this resource:

Cristià, Alejandrina, Seidl, Amanda, and Gerken, LouAnn (2011). Learning classes of sounds in infancy. University of Pennsylvania Working Papers in Linguistics, 17: 69–76.Find this resource:

Croft, W. A. (1990). Possible verbs and the structure of events. In S. L. Tsohatzidis (ed.), Meanings and Prototypes: Studies in Linguistic Categorization. London: Routledge, 48–73.Find this resource:

Croft, W. A. (1991). Syntactic Categories and Grammatical Relations. Chicago: University of Chicago Press.Find this resource:

Croft, W. A. (1994). The semantics of subjecthood. In M. Yaguello (ed.), Subjecthood and Subjectivity: The Status of the Subject in Linguistic Theory. Paris: Ophrys, 29–75.Find this resource:

Croft, W. A. (1998). Event structure in argument linking. In M. Butt and W. Geuder (eds), The Projection of Arguments: Lexical and Syntactic Constraints. Stanford: CSLI Publications, 21–63.Find this resource:

Croft, William A. and Cruse, D. A. (2004). Cognitive Linguistics (Cambridge Textbooks in Linguistics). Cambridge: Cambridge University Press.Find this resource:

Crystal, D. (1979). Prosodic development. In P. Fletcher and M. Garman (eds), Language Acquisition: Studies in First Language Development. Cambridge: Cambridge University Press, 174–97.Find this resource:

Culicover, P. W. and Jackendoff, R. (2005). Simpler Syntax. Oxford: Oxford University Press.Find this resource:

Cunillera, T., Toro, J. M., Sebastian-Galles, N., and Rodriguez-Fornells, A. (2006). The effects of stress and statistical cues on continuous speech segmentation: An event-related brain potential study. Brain Research, 1123: 168–78.Find this resource:

Cunillera, T., Gomila, A., and Rodríguez-Fornells, A. (2008). Beneficial effects of word final stress in segmenting a new language: Evidence from ERPs. BMC Neuroscience, 18: 9–23.Find this resource:

Cunillera,T., Càmara, E, Laine, M., and Rodríguez-Fornells, A. (2010). Words as anchors known words facilitate statistical learning. Experimental Psychology, 57: 134–41.Find this resource:

Currie-Hall, Kathleen (2006). Finding vowels without phonology? In Montreal-Ottawa-Toronto Phonology Workshop. Available from <http://www.ling.ohio-state.edu/~kchall/MOT_Hall_Smith_2006.pdf>.

Currie Hall, Kathleen and Smith, E. Allyn (2006). Finding vowels without phonology? Handout from presentation at Montreal-Ottawa-Toronto Phonology Workshop.Find this resource:

Curtin, S. (2009). Twelve-month-olds learn novel word–object pairings differing only in stress pattern. Journal of Child Language, 36: 1157–65.Find this resource:

(p. 845) Curtin, S. (2010). Young infants encode lexical stress in newly encountered words. Journal of Experimental Child Psychology, 105: 376–85.Find this resource:

Curtin, S. (2011). Do newly formed word representations encode non-criterial information? Journal of Child Language, 38: 904–17.Find this resource:

Curtin, S. and Zuraw, K. (2002). Explaining constraint demotion in a developing system. Boston University Conference on Language Development, 26: 118–29.Find this resource:

Curtin, S., Mintz, T. H. and Christiansen, M. H. (2005). Stress changes the representational landscape: Evidence from word segmentation. Cognition, 96: 233–62.Find this resource:

Curtiss, S., Katz, W., and Tallal, P. (1992). Delay versus deviance in the language acquisition of language-impaired children. Journal of Speech, Language and Hearing Research, 35: 373–83.Find this resource:

Cutler, A and Carter, D. M. (1987). The predominance of strong initial syllables in the English vocabulary. Computer Speech and Language, 2: 133–42.Find this resource:

Cutler, A. and Norris, D. (1988). The role of strong syllables in segmentation for lexical access. Journal of Experimental Psychology: human perception and performance, 14: 113–21.Find this resource:

Cutler, A., Mehler, J., Norris, D. G., and Segui, J. (1986). The syllable’s differing role in the segmentation of French and English. Journal of Memory and Language, 25: 385–400.Find this resource:

Dabrowska, E., Rowland, C., and Theakston, A. (2009). The acquisition of questions with long-distance dependencies. Cognitive Linguistics, 20(3): 571–97.Find this resource:

Daelemans, W. (2002). Review of: in Knowledge and Learning Language, Charles D. Yang (ed.). Glot International, 6(5): 137–42.Find this resource:

Daelemans, W. S., Gillis, S., and Durieux, G. (1994). The acquisition of stress: A data-oriented approach. Computational Linguistics, 20: 421–51.Find this resource:

Dahan, D., and Brent, M. R. (1999). On the discovery of novel wordlike units from utterances: An artificial-language study with implications for native-language acquisition. Journal of Experimental Psychology: General, 128: 165–85.Find this resource:

Dahl, Östen (1985). Tense and Aspect Systems. Oxford: Blackwell.Find this resource:

Dahl, Östen (ed.) (2000). Tense and Aspect in the Languages of Europe. Berlin: Mouton de Gruyter.Find this resource:

Daland, Robert, Hayes, Bruce, White, James, Garellek, Marc, Davis, Andrea, and Norrmann, Ingrid (2011). Explaining sonority projection effects. Phonology, 28: 197–234.Find this resource:

Dale, P.S., Dionne, G., Eley, T. C., and Plomin, R. (2000). Lexical and grammatical development: A behavioral genetic perspective. Journal of Child Language, 27: 619–42.Find this resource:

Dalston, Rodger M. (1972). A spectrographic analysis of the spectral and temporal acoustic characteristics of English semivowels spoken by three- year-old children and adults. Unpublished Ph.D. thesis, Northwestern University.Find this resource:

Daugherty, K. and Seidenberg, M. (1994). Beyond rules and exceptions: A connectionist approach to inflectional morphology. In S. D. Lima, R. L. Corrigan, and G. K. Iverson (eds), The Reality of Linguistic Rules. Amsterdam: John Benjamins.Find this resource:

Davidiak, E., and Grinstead, J. (2004). Root nonfinite forms in child Spanish. Paper presented at the Generative Approaches to Language Acqusition North America.Find this resource:

Davidson, Lisa and Goldrick, Matthew (2003). Tense, agreement and defaults in child Catalan: An optimality theoretic analysis. In Silvina Montrul and Francisco Ordóñez (eds), Linguistic Theory and Language Development in Hispanic Languages: Papers from the 5th Hispanic linguistics symposium and the 4th conference on the acquisition of Spanish and Portuguese. Somerville, MA: Cascadilla Press, 193–211.Find this resource:

Davidson, L., Jusczyk, P. W., and Smolensky, P. (2004). The initial and final states: Theoretical implications and experimental explorations of Richness of the base. In R. Kager, J. Pater, and (p. 846) W. Zonneveld (eds) (2004). Constraints in Phonological Acquisition. Cambridge: Cambridge University Press, 321–68.Find this resource:

Davis, Barbara L. and Macneilage, Peter F. (1990). Acquisition of correct vowel production: A quantitative case study. Journal of Speech and Hearing, 33: 16–27.Find this resource:

Davis, Barbara L. and MacNeilage, Peter F. (1995). The articulatory basis of babbling. Journal of Speech and Hearing Research, 38: 1199–211.Find this resource:

Davis, Stuart (1990). Italian onset structure and the distribution of il and lo. Linguistics, 28: 43–55.Find this resource:

Dayal, V. (1994). Scope marking as indirect wh dependency. Natural Language and Linguistic Theory, 2: 137–70.Find this resource:

Dayal, Veneeta (2004). Number marking and (in)definiteness in kind terms. Linguistics and Philosophy, 27: 393–450.Find this resource:

Dayal, Veneeta (2009). Semantic variation and pleonastic determiners: The case of the plural definite generic. In Nguyen Chi Duy Khuong Richa and Samar Sinha (eds), The Fifth Asian GLOW: Conference. Proceedings, CIIL (Mysore) and FOSSSIL (New Delhi).Find this resource:

De Crousaz, I. and Shlonsky, U. (2003). The distribution of a subject clitic pronoun in a Franco-Provençal dialect and the licensing of pro. Linguistic Inquiry, 34: 413–42.Find this resource:

De Haan, F. (2009). Irrealis: Fact or fiction? Linguistic Sciences.Find this resource:

de Lacy, Paul (2002). The formal expression of markedness. Unpublished Ph.D. thesis, University of Massachusetts.Find this resource:

de Lacy, Paul (2006). Markedness: Reduction and preservation in phonology. Cambridge: Cambridge University Press.Find this resource:

De Lemos, Claudia (1981). Interactional processes in the child’s construction of language. In W. Deutsch (ed.), The Child’s Construction of Language. New York: Academic Press, 57–76.Find this resource:

De Neys, W., and Schaeken, W. (2007). When people are more logical under cognitive load: Dual task impact on scalar implicature. Experimental Psychology, 54: 128–33.Find this resource:

de Villiers, J. (1991). Why questions. In T. Maxwell and B. Plunkett (eds), Papers in the Acquisition of wh: Proceedings of the UMass Roundtable, May, 1990. Amherst, MA: University of Massachusetts Occasional Papers.Find this resource:

de Villiers, J. G. (1995). Steps in the mastery of sentence complements. Paper presented at the biennial meeting of the Society for Research in Child Development. Indianapolis, IN.Find this resource:

de Villiers, J. G. (1999). On acquiring the structural representations for false complements. In Hollebrandse, B. (ed.), New Perspectives on Language Acquisition. Amherst, MA: University of Massachusetts Occasional Papers.Find this resource:

de Villiers, J. G. (2001a). Extension, intension and other minds. In M. Almgren, A. Barrena, M.-J. Ezeizabarrena, I. Idiazabal, and B. MacWhinney (eds), Research in Child Language Acquisition: Proceedings of the 8th Conference of the International Association for the Study of Child Language. Somerville, MA: Cascadilla Press.Find this resource:

de Villiers, J. (2001b). Language acquisition, point of view and possible worlds. Introduction to symposium. In M. Almgren, A. Barrena, M.-J. Ezeizabarrena, and B. MacWhinney (eds), Research in Child Language Acquisition: Proceedings of the 8th Conference of the International Association for the Study of Child Language. Somerville, MA: Cascadilla Press.Find this resource:

de Villiers J. G. (2004). Getting complements on your mental state (verbs). In J. Van Kampen and Sergio Baauw (eds), Proceedings of 2003 GALA conference. Utrecht: LOT, 13–26.Find this resource:

de Villiers, J. G. (2005). Can language acquisition give children a point of view? In J. Astington and J. Baird (eds), Why Language Matters for Theory of Mind. New York: Oxford University Press.Find this resource:

(p. 847) de Villiers, J. (2007). The interface of language and theory of mind. Lingua, 117(11): 1858–78.Find this resource:

de Villiers, J. G. and de Villiers, P. A. (1973a). A crosssectional study of the acquisition of grammatical morphemes. Journal of Psycholinguistic Research, 2: 267–78.Find this resource:

de Villiers, J. and de Villiers, P. (1973b). Development of the use of word order in comprehension. Journal of Psycholinguistic Research, 2: 331–41.Find this resource:

de Villiers, J. G. and de Villiers, P.A. (2000). Linguistic determinism and false belief. In P. Mitchell and K. Riggs (eds), Children’s Reasoning and the Mind. Hove: Psychology Press.Find this resource:

de Villiers, J. G. and de Villiers, P.A. (2009). Complements enable representation of the contents of false belief: Evolution of a theory. In S. Foster-Cohen (ed.), Language Acquisition. Basingstoke: Palgrave Macmillan.Find this resource:

de Villiers J. G. and Pyers, J. (2002). Complements to cognition: A longitudinal study of the relationship between complex syntax and false-belief understanding. Cognitive Development, 17: 1037–60.Find this resource:

de Villiers, J. and Roeper, T. (1991). Introduction: The acquisition of wh-questions. In B. Plunkett and T. Maxfield (eds), University of Massachusetts Occasional Papers in Linguistics. The Acquisition of wh.Find this resource:

de Villiers, J. and Roeper, T. (1995). Relative clauses are barriers to Wh-movement for young children. Journal of Child Language, 22: 389–404.Find this resource:

de Villiers, J., Roeper, T., and Vainikka, A. (1990). The acquisition of long distance rules. In L. Frazier and J. G. de Villiers (eds), Language Processing and Acquisition. Dordrecht: Kluwer.Find this resource:

de Villiers, J. G., Curran, L., Philip, W., and DeMunn, H. (1998). Acquisition of the quantificational properties of mental predicates. In Proceedings of the 22nd Annual Boston University Conference on Language Development. Somerville, MA: Cascadilla Press.Find this resource:

de Villiers, J., Cahillane, J., and Altreuter, E. (2005). Touchy subject: Optimality and coreference. Unpublished manuscript, Smith College.Find this resource:

de Villiers, J., Cahillane, J., and Altreuter, E. (2006). What can production reveal about Principle B? In K. U. Deen, J. Nomura, B. Schulz, and B.D. Schwartz (eds), Proceedings of the Inaugural Conference on Generative Approaches to Language Acquisition—North America, University of Connecticut Occasional Papers in Linguistics 4 (1).Find this resource:

de Villiers, J. G., Roeper, T., Bland-Stewart, L., and Pearson, B. (2008). Answering hard questions: Wh-movement across dialects and disorder. Applied Psycholinguistics, 29: 67–103.Find this resource:

de Villiers, J. G., de Villiers, P. A., and Roeper, T. (2011). Wh-questions: Moving beyond the first phase. Lingua, 121(3): 352–66.Find this resource:

de Villiers, J. G., Harrington, E., Gadilauskas, E., and Roeper, T. (2012). Tense and truth in children’s question answering. In A. Biller, E. Chung, and A. Kimball (eds), Proceedings of the 36th Annual Boston University Conference on Language Development, Somerville, MA: Cascadilla Press.Find this resource:

de Villiers, P. and de Villiers, J. (1978). Language Acquisition. Cambridge, MA: Harvard University Press.Find this resource:

de Villiers, P. A., Burns, F., and Pearson, B.Z. (2003). The role of language in the theory of mind development of language-impaired children: Complementing theories. In B. Beachley, A. Brown, and F. Conlin (eds), Proceedings of the 27th Annual Boston University Conference on Language Development, Somerville, MA: Cascadilla Press.Find this resource:

de Villiers, P. A., de Villiers, J. G., Coles-White, D., and Carpenter, L. A. (2009). Acquisition of relevance implicatures in typically-developing children and children with autism. In J. Chandlee, M. Franchini, S. Lord, and G. Rheiner (eds), Proceedings of the 33rd Annual Boston University Conference on Language Development. Boston, MA: Cascadilla Press, 1: 121–32.Find this resource:

(p. 848) DeBoer, Bart and Kuhl, Patricia K. (2003). Investigating the role of infant-directed speech with a computer model. Acoustics Research Letters Online, 4: 129–34.Find this resource:

Deen, K. U. (2003). The acquisition of Nairobi Swahili: The morphosyntax of inflectional prefixes and subjects. Unpublished Ph.D. thesis, University of California.Find this resource:

Deen, Kamil Ud (2005). The Acquisition of Swahili. Amsterdam: John Benjamins.Find this resource:

Deen, Kamil Ud and Hyams, Nina (2006). The morphosyntax of mood in early grammar with special reference to Swahili. First Language, 26(1): 67–102.Find this resource:

DeFries, J. C. and Fulker, D. W. (1985). Multiple regression analysis of twin data. Behavior Genetics, 15(5): 467–73.Find this resource:

Dehaene, S. (1997). The Number Sense: How the Mind Creates Mathematics. New York: Oxford University Press.Find this resource:

Dehaene, S. (2009). Origins of mathematical intuitions. Annals of the New York Academy of Sciences, 1156(1): 232–59.Find this resource:

Dehé, Nicole, Jackendoff, Ray, McIntyre, Andrew, and Urban, Silke (2002). Verb–Particle Explorations. Berlin/New York: Mouton de Gruyter.Find this resource:

Delattre, P. C. (1966). A comparison of syllable length conditioning among languages. International Journal of Applied Linguistics, 4: 182–98.Find this resource:

Delfitto, D. (2002). On the semantics of pronominal clitics and some of its consequences. Catalan Journal of Linguistics, 1: 41–69.Find this resource:

Delidaki, Sophia (2006). The acquisition of tense and aspect in child Greek. Unpublished Ph.D. thesis, University of Reading.Find this resource:

Dell, G. S., Reed, K. D., Adams, D. R., and Meyer, A. S. (2000). Speech errors, phonotactic constraints, and implicit learning: A study of the role of experience in language production. Journal of Experimental Psychology: Learning, memory, and cognition, 26: 1355–67.Find this resource:

Demirdache, Hamida, Uribe-Etxebarria, Myriam (2000). The primitives of temporal relations. R. Martin, D. Michaels, and J. Uriagereka (eds), Step by Step: Essays on Minimalist Syntax in Honor of Howard Lasnik. Cambridge, MA: MIT Press, 157–86.Find this resource:

Demirdache, Hamida, and Uribe-Etxebarria, Myriam (2007). The syntax of time arguments. Lingua, 117: 330–66.Find this resource:

Dempster, A. P., Laird, N. M., and Rubin, D. B. (1977). Maximum likelihood from incomplete data via the em algorithm. Journal of the Royal Statistical Society. Series B (Methodological), 39(1): 1–38.Find this resource:

Demuth, Katherine (1989). Maturation and the acquisition of Sesotho passive. Language, 65: 56–80.Find this resource:

Demuth, K. (1990). Subject, topic and the Sesotho passive. Journal of Child Language, 17: 67–84.Find this resource:

Demuth, K. (1993). Issues in the acquisition of the Sesotho tonal system. Journal of Child Language, 20: 275–301.Find this resource:

Demuth, K. (1994). On the “underspecification” of functional categories in early grammars. In B. Lust, M. Suñer, and J. Whitman (eds), Syntactic Theory and First Language Acquisition: Cross-linguistic perspectives. Hillsdale, NJ: Lawrence Erlbaum Associate, 119–34.Find this resource:

Demuth, K. (1995a). The acquisition of tonal systems. In J. Archibald (ed.), Phonological Acquisition and Phonological Theory. Hillsdale, Lawrence Erlbaum, 111–34.Find this resource:

Demuth, Katherine (1995b). Markedness and the development of prosodic structure. In Jill Beckman (ed.), Proceedings of the North East Linguistic Society 25. Volume 2: Papers from the Workshops on Language Acquisition and Language Change. GLSA. University of Massachusetts, Amherst, 2: 13–25.Find this resource:

(p. 849) Demuth, K. (1996). The prosodic structure of early words. In J. L. Morgan and K. Demuth (eds), Signal to Syntax: Bootstrapping from speech to grammar in early acquisition. Mahwah, Lawrence Erlbaum, 171–84.Find this resource:

Demuth, K. (1998). Argument structure and the acquisition of Sesotho applicatives. Linguistics, 36: 781–806.Find this resource:

Demuth, Katherine (2001). Prosodic constraints on morphological development. In J. Weissenborn and B. Höhle (eds), Approaches to Bootstrapping: Phonological, syntactic and neurophysiological aspects of early language acquisition. Amsterdam: John Benjamins, 3–21.Find this resource:

Demuth. K. (2008). Exploiting corpora for language acquisition research. In H. Behrens (ed.), Corpora in Language Acquisition Research: History, methods, perspectives. Amsterdam: John Benjamins, 199–205.Find this resource:

Demuth, Katherine (2009). The prosody of syllables, words and morphemes. In E. Bavin (ed.), Cambridge Handbook on Child Language. Cambridge: Cambridge University Press, 183–98.Find this resource:

Demuth, Katherine (2011). The acquisition of phonology. In John A. Goldsmith, Jason Riggle, and Alan Yu (eds), The Handbook of Phonological Theory. Malden, MA: Blackwell, 571–95.Find this resource:

Demuth Katherine and Ellis, David (2009). Revisiting the acquisition of Sesotho noun class prefixes. In J. Guo, E. Lieven, S. Ervin-Tripp, N. Budwig, Seydazçalikan, and K. Nakamura (eds), Crosslinguistic Approaches to the Psychology of Language: Festschrift for Dan Slobin. Hillsdale, NJ: Lawrence Erlbaum, 131–48.Find this resource:

Demuth, Katherine and Fee, E. Jane (1995). Minimal words in early phonological development. Unpublished manuscript.Find this resource:

Demuth, Katherine and McCullough, E. (2009). The prosodic (re)organization of children’s early English articles. Journal of Child Language, 36: 173–200.Find this resource:

Demuth, Katherine and Tremblay, Annie (2008). Prosodically-conditioned variability in children’s production of French determiners. Journal of Child Language, 35: 99–127.Find this resource:

Demuth, K., Machobane, M., and Moloi, F., and Odato, C. (2005). Learning animacy hierarchy effects in Sesotho double object applicatives. Language, 81(2): 421–47.Find this resource:

Demuth, Katherine, Culbertson, Jennifer, and Alter, Jennifer (2006). Word-minimality, epenthesis and coda licensing in the early acquisition of English. Language and Speech, 49: 137–74.Find this resource:

Demuth, Katherine, Moloi, Francina, and Machobane, Malillo (2010). Three-year-olds’ comprehension, production and generalization of Sesotho passives. Cognition, 115: 238–51.Find this resource:

den Besten, H., and Edmondson, J. (1983). The verbal complex in continental West Germanic. In W. Abraham (ed.), On the Formal Syntax of the Westgermania. Papers from the ’3rd Groningen Grammar Talks. Amsterdam/Philadelphia: John Benjamins, 155–216.Find this resource:

Dennis, M., Sugar, J., and Whitaker, H. A. (1982). The acquisition of tag questions. Child Development, 53: 1254–7.Find this resource:

Déprez, V. and Pierce, A. (1993). Negation and functional projections in early grammar. Linguistic Inquiry, 24(1): 25–67.Find this resource:

Déprez, V., and Pierce, A. (1994). Crosslinguistic evidence for functional projections in early child grammar. In Teun Hoekstra and Bonnie D. Schwartz (eds), Language Acquisition Studies in Generative Grammar, Amsterdam. Amsterdam: John Benjamins Publishing Company, 57–84.Find this resource:

Derwing, B. L. and Baker, W. J. (1986). Assessing morphological development. In P. J. Fletcher and M. Garman (eds), Language Acquisition: Studies in first language development, 2nd edn. Cambridge: Cambridge University Press, 326–38.Find this resource:

(p. 850) Di Sciullo, A. M. and Agüero-Bautista, C. (2008). The delay of Principle B Effect (DPBE) and its absence in some languages. Language and Speech, 51(1&2): 77–100.Find this resource:

Diesendruck, G. (2005). The principles of conventionality and contrast in word learning: An empirical examination. Developmental Psychology, 41: 451–63.Find this resource:

Diesendruck, G. and Markson, L. (2001). Children’s avoidance of lexical overlap: A pragmatic account. Developmental Psychology, 37: 630–41.Find this resource:

Diesing, Molly (1992). Indefinites. Cambridge, MA: MIT Press.Find this resource:

Diessel, H. (2004). The Acquisition of Complex Sentences. Cambridge Studies in Linguistics, 105. Cambridge: Cambridge University Press.Find this resource:

Diessel, H. and Tomasello, M. (2001). The acquisition of finite complement clauses in English: A corpus-based analysis. Cognitive Linguistics, 12: 1–45.Find this resource:

Dietrich, C., Swingley, D., and Werker, J. (2007). Native language governs interpretation of salient speech sound differences at 18 months. Proceedings of the National Academy of Sciences, 104(41): 16027–31.Find this resource:

Dikken, Marcel den (1995). Particles: On the Syntax of Verb-particle, Triadic and Causative Constructions. New York: Oxford University Press.Find this resource:

Dillon, B., Dunbar, E., and Idsardi, B. (2011). A single stage approach to learning phonological categories: Insights from Inuktitut. Manuscript, University of Massachusetts, Amherst, and University of Maryland, College Park.Find this resource:

Dillon, Brian, Dunbar, Ewan, and Idsardi, William (2013). A single-stage approach to learning phonological categories: Insights from Inuktitut. Cognitive Science, 37: 344–77.Find this resource:

Dinnsen, Daniel A. (1984). Methods and empirical issues in analyzing functional misarticulation. In Mary Elbert, Daniel A. Dinnsen, and Gary Weismer (eds), Phonological Theory and the Misarticulating Child (ASHA monographs no. 22). Rockville, MD: American Speech-Language-Hearing Association, 5–17.Find this resource:

Dinnsen, Daniel A. (1992). Variation in developing and fully developed phonologies. In Charles A. Ferguson, Lise Menn, and Carol Stoel-Gammon (eds), Phonological Development: Models, research, implications. Timonium, MD: York Press, 191–210.Find this resource:

Dinnsen, Daniel A. (1996). Context effects in the acquisition of fricatives. In UBC International Conference on Phonological Acquisition, 136–48.Find this resource:

Dinnsen, Daniel A. (2008). Fundamentals of Optimality Theory. In Daniel A. Dinnsen and Judith A. Gierut (eds), Optimality Theory, Phonological Acquisition and Disorders. London: Equinox Publishing Ltd., 3–36.Find this resource:

Dinnsen, Daniel A. (2011). On the unity of children’s phonological error patterns: Distinguishing symptoms from the problem. Clinical Linguistics and Phonetics, 25: 968–74.Find this resource:

Dinnsen, Daniel A. and Barlow, Jessica A. (1998). On the characterization of a chain shift in normal and delayed phonological acquisition. Journal of Child Language, 25: 61–94.Find this resource:

Dinnsen, Daniel A. and Elbert, Mary (1984). On the relationship between phonology and learning. In Mary Elbert, Daniel A. Dinnsen, and Gary Weismer (eds), Phonological Theory and the Misarticulating Child (ASHA monographs no. 22). Rockville, MD: ASHA, 59–68.Find this resource:

Dinnsen, Daniel A. and Farris-Trimble, Ashley W. (2008a). An opacity-tolerant conspiracy in phonological acquisition. In Ashley W. Farris-Trimble and Daniel A. Dinnsen (eds), Phonological Opacity Effects in Optimality Theory. Bloomington, IN: IULC Publications, 99–118.Find this resource:

Dinnsen, Daniel A. and Farris-Trimble, Ashley W. (2008b). The prominence paradox. In Daniel A. Dinnsen and Judith A. Gierut (eds), Optimality Theory, Phonological Acquisition and Disorders. London: Equinox Publishing Ltd., 277–308.Find this resource:

(p. 851) Dinnsen, Daniel A. and Gierut, Judith A. (2008). Optimality Theory, Phonological Acquisition and Disorders. London: Equinox Publishing Ltd.Find this resource:

Dinnsen, Daniel A. and Edith. M. Maxwell (1981). Some phonology problems from functional speech disorders. Innovations in Linguistics Education, 2: 79–98.Find this resource:

Dinnsen, Daniel A., Chin, Steven B., Elbert, Mary, and Powell, Thomas W. (1990). Some constraints on functionally disordered phonologies: Phonetic inventories and phonotactics. Journal of Speech and Hearing Research, 33: 28–37.Find this resource:

Dinnsen, Daniel A., Chin, Steven B., and Elbert, Mary (1992). On the lawfulness of change in phonetic inventories. Lingua, 86: 207–22.Find this resource:

Dinnsen, Daniel A., O’Connor, Kathleen M., and Gierut, Judith A. (2001). The puzzle-puddle-pickle problem and the Duke-of-York gambit in acquisition. Journal of Linguistics, 37: 503–25.Find this resource:

Dionne, G., Dale, P. S., Boivin, M., and Plomin, R. (2003). Genetic evidence for bidirectional effects of early lexical and grammatical development. Child Development, 74: 394–412.Find this resource:

Dixon, R. M. W. (1994). Ergativity. Cambridge: Cambridge University Press.Find this resource:

Dobrovie-Sorin, Carmen and Laca, Brenda (1998). La génericité entre la référence à l’espèce et la quantification générique. Actes de Langues et Grammaires, III: 165–79.Find this resource:

Donaldson, M., and Balfour, G. (1968). Less is more: A study of language comprehension in children. British Journal of Psychology, 59: 461–71.Find this resource:

Donaldson, M., and Wales, R. J. (1970). On the acquisition of some relational terms. In J. R. Hayes and R. Brown (eds), Cognition and the Development of Language. New York: John Wiley and Sons, Inc., 235–268.Find this resource:

Donegan, Patricia J. and Stampe, David (1979). The study of natural phonology. In Daniel A. Dinnsen (ed.), Current Approaches to Phonological Theory. Bloomington, IN: Indiana University Press, 126–73.Find this resource:

Dowty, D. R. (1979). Word Meaning and Montague Grammar: The semantics of verbs and times in generative semantics and in Montague’s PTQ. Dordrecht: D. Reidel Publishers.Find this resource:

Dowty, D. R. (1989). On the semantic content of the notion “hematic role.” In G. Chierchia, B. H. Partee, and R. Turner (eds), Properties, Types, and Meaning. Dordrecht: Kluwer, 69–130.Find this resource:

Dowty, D. R. (1991). Thematic proto-roles and argument selection. Language, 67: 547–619.Find this resource:

Doya, Kenji, Ishii, Shin, Pouget, Alexandre, and Rao, Rajesh P. N. (2007. The Bayesian Brain: Probabilistic Approaches to Neural Coding. Cambridge, MA: MIT Press.Find this resource:

Drachman, Gaberell (1978). Child language and language change: A conjecture and some refutations. In Jacek Fisiak (ed.), Recent Developments in Historical Phonology. The Hague: Mouton, 123–44.Find this resource:

Dresher, B. E. (1999). Charting the learning path: Cues to parameter setting. Linguistic Inquiry, 30(1): 27–67.Find this resource:

Dresher, B. Elan (2009). The Contrastive Hierarchy in Phonology. Cambridge: Cambridge University Press.Find this resource:

Dresher, B. E. and Kaye, J. D. (1990). A computational learning model for metrical phonology. Cognition, 34: 137–95.Find this resource:

Driva, E. and Terzi, A. (2007). Children’s passives and the theory of grammar. In A. Gavarrò and M. J. Freitas (eds), Proceedings of GALA. Newcastle: Cambridge Scholar Publishers.Find this resource:

Drozd, K. (2000). Children’s weak interpretation of universally quantified sentences. In M. Bowerman and S. Levinson (eds), Conceptual Development and Language Acquisition. Cambridge: Cambridge University Press, 340–76.Find this resource:

Duanmu, San (2007). The Phonology of Standard Chinese, 2nd edn. Oxford: Oxford University Press.Find this resource:

(p. 852) Duda, R., Hart, P., and Stork, D. (2000). Pattern Classification. Oxford: Wiley-Interscience.Find this resource:

Duffley, P. (1992). The English Infinitive. London: Longman.Find this resource:

Dunbar, Ewan, and Idsardi: William J. (2010). Review of Daniel Silverman (2006). A critical introduction to phonology: of sound, mind, and body. In Phonology, 27: 325–31.Find this resource:

Dyck, Carrie (1995). Constraining the phonology–phonetics interface: With exemplification from Spanish and Italian dialects. Unpublished Ph.D. thesis, University of Toronto.Find this resource:

Ebbels, S. and van der Lely, H. (2001). Metasyntactic therapy using visual coding for children with severe persistent SLI. International Journal of Communication Disorders, 36 (Supplement): 345–50.Find this resource:

Ebeling, K. S. and Gelman, S. A. (1988). Coordination of size standards by young children. Child Development, 59: 888–96.Find this resource:

Ebeling, K. S., and Gelman, S. A. (1994). Children’s use of context in interpreting big and little. Child Development, 65: 1178–92.Find this resource:

Echols, C. and Newport, E. (1992). The role of stress and position in determining first words. Language Acquisition, 2: 189–220.Find this resource:

Echols, C., Crowhurst, M. J. and Childers, J. B. (1997). The perception of rhythmic units in speech by infants and adults. Journal of Memory and Language, 36: 202–25.Find this resource:

Eddington, D. (2000). Spanish stress assignment within the analogical modeling of language. Language, 76: 92–109.Find this resource:

Edwards, Mary Louise (1974). Perception and production in child phonology: The testing of four hypotheses. Journal of Child Language, 1: 205–19.Find this resource:

Edwards, Jan, and Beckman, Mary (2008). Some cross-linguistic evidence for modulation of implicational universals by language-specific frequency effects in phonological development. Language Learning and Development, 4: 122–56.Find this resource:

Edwards, Mary Louise and Shriberg, Lawrence D. (1983). Phonology: Applications in communicative disorders. San Diego, CA: College-Hill Press.Find this resource:

Edwards, Jan, Beckman, Mary E., and Munson, Benjamin (2004). The interaction between vocabulary size and phonotactic probability effects on children’s production accuracy and fluency in nonword repetition. Journal of Speech, Language, and Hearing Research, 47: 421–36.Find this resource:

Ehri, L. C. (1976). Comprehension and production of adjectives in seriation. Journal of Child Language, 3: 369–84.Find this resource:

Eilers, R. E. and Oller, D. Kimbrough (1976). The role of speech discrimination in developmental sound substitutions. Journal of Child Language, 3: 319–29.Find this resource:

Eilers, Rebecca E., Wilson, Wesley R., and Moore, John M. (1977). Development of changes in speech discrimination in infants. Journal of Speech and Hearing Research, 20: 766–80.Find this resource:

Eimas, Peter D. and Miller, Joanne L. (1981). Organization in the perception of segmental and suprasegmental information by infants. Infant Behavior and Development, 4: 395–9.Find this resource:

Eimas, Peter D., Siqueland, Einar R., Jusczyk, Peter W., and Vigorito, James (1971). Speech perception in infants. Science, 171: 303–6.Find this resource:

Eisenbeiss, Sonja (1993). Auxilliaries and the acquisition of the passive. In Eve Clark (ed.), The Proceedings of the 25th Annual Child Language Research Forum. Stanford, CA: Center for the Study of Language and Information, 235–42.Find this resource:

Eisenbeiß, S. (2000). The acquisition of the determiner phrase in German child language. In M.-A. Friedemann and L. Rizzi (eds), The Acquisition of Syntax: Studies in Comparative Developmental Linguistics. London: Longman, 26–63.Find this resource:

Eisenbeiss, S., Bartke, S., and Clahsen, H. (2005/06). Structural and lexical case in child German: Evidence from language-impaired and typically-developing children. Language Acquisition, 13(1): 3–32.Find this resource:

(p. 853) Eisenbeiß, S., Matsuo, A., and Sonnenstuhl, I. (2009). Learning to encode possession. In W. McGregor (ed.), The Expression of Possession. Berlin: deGruyter, 143–211.Find this resource:

Eisenberg, S. and Cairns, H. (1994). The development of infinitives from three to five. Journal of Child Language, 21: 713–34.Find this resource:

Eisner, Jason (1997). Efficient generation in primitive Optimality Theory. In Proceedings of the 35th Annual ACL and 8th EACL. Madrid, 313–20.Find this resource:

Eisner, Jason (2000a). Directional constraint evaluation in Optimality Theory. In Proceedings of the 18th International Conference on Computational Linguistics (COLING 2000). Saarbrücken, Germany, 257–63.Find this resource:

Eisner, Jason (2000b). Easy and hard constraint ranking in Optimality Theory: Algorithms and complexity. In Jason Eisner, Lauri Karttunen, and Alain Theriault (eds), Proceedings of the 5th Workshop of the ACL Special Interest Group in Computational Phonology. Luxembourg, 22–33.Find this resource:

Eisner, Jason (2002). Comprehension and compilation in Optimality Theory. In Proceedings of the 40th Annual Meeting of the Association for Computational Linguistics (ACL). Philadelphia, 56–63.Find this resource:

Elbert, Mary and Gierut, Judith A. (1986). Handbook of Clinical Phonology: Approaches to assessment and treatment. Austin, TX: Pro-ed.Find this resource:

Elbert, Mary, Dinnsen, Daniel A. and Weismer, Gary (1984). Phonological Theory and the Misarticulating Child (ASHA monographs no. 22). Rockville, MD: ASHA.Find this resource:

Elbourne, P. (2003). Are our children speaking Middle English? Paper presented at CUNY Syntax Supper.Find this resource:

Elbourne, P. (2005). On the Acquisition of Principle B. Linguistic Inquiry, 36: 333–65.Find this resource:

Elías-Ulloa, J. (2008). Subject doubling and the mixed null subject system of Capanahua. In Proceedings of the Conference on Indigenous Languages of Latin America-III (CILLA-III). Austin, TX: University of Texas.Find this resource:

Elisha, I. (1997). Functional categories and null subjects in Hebrew and child Hebrew. Unpublished Ph.D. thesis, City University of New York.Find this resource:

Elisha, I. and Valian, V. (2012). Two-year-olds’ use of syntactic features in learning subjects in Hebrew. Unpublished manuscript, Bar Ilan University and Hunter College.Find this resource:

Elliot, C. D., Smith, P., and McCullough, K. (1996). Verbal comprehension scale. In British Ability Scales, 2nd edn.Windsor: nferNelson.Find this resource:

Ellison, Mark (1994). Phonological derivation in Optimality Theory. In Proceedings of the Fifteenth International Conference on Computational Linguistics, 1007–13.Find this resource:

Elman, J. (1990). Finding structure in time. Cognitive Science, 14: 179–211.Find this resource:

Elman, J. (1993). Learning and development in neural networks: The importance of starting small. Cognition, 48: 71–99.Find this resource:

Elman, Jeffrey L., Bates, Elizabeth A., Johnson, Mark H., Karmiloff-Smith, Annette, Parisi, Domenico, and Plunkett, Kim (1996). Rethinking Innateness: A Connectionist Perspective on Development. Cambridge, MA: MIT Press and Bradford Book.Find this resource:

Embick, D. (2004). On the structure of resultative participles. Linguistic Inquiry, 35: 355–92.Find this resource:

Emonds, Joseph E. (1985). A Unified Theory of Syntactic Categories. Dordrecht: Foris.Find this resource:

Enard, W., Przeworski, M., Fisher, S. E., Lai, C. S., Wiebe, V., Kitano, T., Monaco, A. P., and Paabo, S. (2002). Molecular evolution of FOXP2, a gene involved in speech and language. Nature, 418: 869–72.Find this resource:

Engstrand, O., Williams, K., and Strömqvist, S. (1991). Acquisition of Swedish tonal word accent contrast. In Proceedings of the 12th International Congress of Phonetic Sciences (ICPhS), 324–7.Find this resource:

(p. 854) Eom, Soyoung and Snyder, William (2012). Children’s acquisition of English datives: Competing parametric accounts. In Y. Otsu (ed.), Proceedings of the 2012 Tokyo Conference on Psycholinguistics. Tokyo: Hituzi Shobo, 41–59.Find this resource:

Erreich, A. (1984). Learning how to ask: Patterns of inversion in yes/no and wh-questions. Journal of Child Language, 11: 579–92.Find this resource:

Escobar, L. and A. Gavarró (1999). The acquisition of Catalan Clitics and its implications for complex verb structure. Report de Recerca, Rep. No. GGT–99–3, Grup de Gramàtica Teòrica, Universitat Autònoma de Barcelona, Barcelona, Spain.Find this resource:

Ettlinger, Marc (2009). Phonological chain shifts during acquisition: Evidence for lexical optimization. In M. Abdurrahman, A. Schardl, M. Walkow (eds), 38th Annual Meeting of the Northeast Linguistics Society. Amherst, MA: GLSA, 259–69.Find this resource:

Everaert, M. (1986). The Syntax of Reflexivization. Dordrecht: Foris.Find this resource:

Everett, D. (2005). Cultural constraints on grammar and cognition in Pirahã. Current Anthropology, 46(4): 621–46.Find this resource:

Ezeizabarrena, M. J. (1996). Adquisición de la Morfología verbal en Euskera y Castellano por Niños Bilingües. Unpublished Ph.D. thesis, University of Hamburg.Find this resource:

Fabricius, W., Sophian, C. and Wellman, H. (1987). Young children’s sensitivity to logical necessity in their inferential search behavior. Child Development, 58: 409–23.Find this resource:

Fagerheim, T., Raeymaekers, P., Tonnessen, F. E., Pedersen, M., Tranebjaerf, L., and Lubs, H. A. (1999). A new gene (DYX3) for dyslexia is located on chromosome 2. Journal of Medical Genetics, 36: 664–9.Find this resource:

Fais, Laurel, Kajikawa, Sachiyo, Amano, Shigeaki, and Werker, Janet F. (2009). Infant discrimination of a morphologically relevant word-final contrast. Infancy, 14: 488–99.Find this resource:

Falcaro, M., Pickles, A., Newbury, D. F., Addis, L., Banfield, E., Fisher, S. E., Monaco, A. P., Simkin, Z., Conti-Ramsden, G., and The SLI Consortium (2008). Genetic and phenotypic effects of phonological short-term memory and grammatical morphology in specific language impairment. Genes, Brain, and Behavior, 7: 393–402.Find this resource:

Fanselow, G., and Mahajan, A. (2000). Towards a minimalist theory of wh-expletives, wh-copying, and successive cyclicity. In U. Lutz, G. Müller, and A. von Stechow (eds), Wh-Scope Marking. Amsterdam: Benjamins, 195–230.Find this resource:

Faraone, S. V., Doyle, A. E., Mick, E., and Biederman, J. (2001). Meta-analysis of the association between the 7–repeat allele fo the dopamine D(4) receptor gene and attention deficit hyperactivity disorder. American Journal of Pscyhiatry, 158: 1052–7.Find this resource:

Farris[-Trimble], Ashley W. and Gierut, Judith A. (2005). Statistical regularities of the input as predictive of phonological acquisition. Paper presented at the Symposium on Research in Child Language Disorders, University of Wisconsin, Madison, WI.Find this resource:

Farris-Trimble, Ashley W. and Gierut, Judith A. (2008). Gapped s-cluster inventories and faithfulness to the marked. In Daniel A. Dinnsen and Judith A. Gierut (eds), Optimality Theory, Phonological Acquisition and Disorders. London: Equinox Publishing Ltd., 377–406.Find this resource:

Fee, E. J. (1995). Two strategies in the acquisition of syllable and word structure. Child Language Research Forum, 27: 29–38.Find this resource:

Feeney, A., Scrafton, S., Duckworth, A., and Handley, S. J. (2004). The story of “some”: Everyday pragmatic inference by children and adults. Canadian Journal of Experimental Psychology, 58: 121–32.Find this resource:

Feider, H. (1973). Comparatives in early child language. Glossa, 7: 3–20.Find this resource:

Feigenson, L. and Carey, S. (2003). Tracking individuals via object-files: Evidence from infants’ manual search, Developmental Science, 6: 568–84.Find this resource:

(p. 855) Feigenson, L. and Halberda, J. (2004). Infants chunk object arrays into sets of individuals, Cognition, 91: 173–90.Find this resource:

Feigenson, L. and Halberda, J. (2008). Conceptual knowledge increases infants’ memory capacity. Proceedings of the National Academy of Sciences, 105(29): 9926–30.Find this resource:

Feigenson, L., Dehaene, S., and Spelke, E. S. (2004). Core systems of number. Trends in Cognitive Sciences, 8(7): 307–14.Find this resource:

Feldman, H., Goldin-Meadow, S., and Gleitman, L.R. (1978). Beyond Herodotus: The creation of language by isolated deaf children. In J. Locke (ed.), Action, Gesture and Symbol. New York: Academic Press, 351–414.Find this resource:

Feldman, L. B. and Fowler, C. A. (1987). The inflected noun system in Serbo-Croatian: Lexical representation of morphological structure. Memory and Cognition, 15(1–12).Find this resource:

Feldman, N. (2011). Interactions between word and speech sound categorization in language acquisition. Unpublished Ph.D. thesis, Brown University.Find this resource:

Feldman, N., Griffiths, T., and Morgan, J. (2009a). The influence of categories on perception: Explaining the perceptual magnet effect as optimal statistical inference. Psychological Review, 116: 752–82.Find this resource:

Feldman, N., Griffiths, T., and Morgan, J. (2009b). Learning phonetic categories by learning a lexicon. Proceedings of the 31st Annual Conference of the Cognitive Science Society. <http://cocosci.berkeley.edu/tom/papers/lexicon.pdf>.

Feldman, N., Griffiths, T., Goldwater, S., and Morgan, J. (2013). A role for the developing lexicon in phonetic category acquisition. Psychological Review, 120(4): 751–78.Find this resource:

Felser, C. (2001). Wh-expletives and secondary predication: German partial wh-movement reconsidered. Journal of Germanic Linguistics, 13: 5–38.Find this resource:

Felser, C. (2004). Wh-copying, phases, and successive cyclicity. Lingua, 114: 543–74.Find this resource:

Fennell, Christopher T. (2004). Infant attention to phonetic detail in word forms: Knowledge and familiarity effects. Unpublished Ph.D. thesis, University of British Columbia.Find this resource:

Fennell, Christopher T. (2006). Infants of 14 months use phonetic detail in novel words embedded in naming phrases. In Proceedings of the 30th annual Boston University Conference on Language Development. Somerville, MA: Cascadilla Press.Find this resource:

Fennell, Christopher T. and Werker, Janet F. (2003). Early word learners’ ability to access phonetic detail in well-known words. Language and Speech, 46: 245–64.Find this resource:

Fennell, Christopher, and Werker, J. F. (2004). Infant attention to phonetic detail: Knowledge and familiarity effects. In Proceedings of the 28th annual Boston University Conference on Language Development. Somerville, MA: Cascadilla Press.Find this resource:

Fennell, Christopher T., Waxman, Sandra R., and Weisleder, Adriana (2007). With referential cues, infants successfully use phonetic detail in word learning. In Proceedings of the 31st Annual Boston University Conference on Language Development. Somerville, MA: Cascadilla Press, 178–189.Find this resource:

Fenson, L., Dale, P. S., Reznick, J. S., Bates, E., Thal, D., and Pethick, S. J. (1994). Variability in early communicative development. Monographs of the Society for Research in Child Development, 59.Find this resource:

Fenson, L., Pethick, S., Renda, C., Cox, J. L., Dale, P. S., and Reznick, J. S. (1997). Technical manual and user’s guide for the MacArthur Communicative Developmental Inventories: Short form versions. Unpublished manuscript, San Diego State University.Find this resource:

Ferdinand, Astrid (1996). The acquisition of the subject in French. Unpublished Ph.D. thesis, HIL/Leiden University.Find this resource:

Ferguson, Charles A. (1978). Fricatives in child language acquisition. In Vladimir Honsa and M. J. Hardman-de-Bautista (eds), Papers on Linguistics and Child Language. The Hague: Mouton, 93–115.Find this resource:

(p. 856) Ferguson, T. (1973). A Bayesian analysis of some nonparametric problems. Annals of Statistics, 1(2): 209–30.Find this resource:

Fernandes, K. J., Marcus, G. F., DiNubila, J. A., and Vouloumanos, A. (2006). From semantics to syntax and back again: Argument structure in the third year of life. Cognition, 100: B10–B20.Find this resource:

Fernau, Henning (2003). Identification of function distinguishable languages. Theoretical Computer Science, 290: 1679–711.Find this resource:

Ferrand, Ludovic, Segui, Juan, and Grainger, Jonathan (1996). Masked priming of word and picture naming: The role of syllabic units. Journal of Memory and Language, 35: 708–23.Find this resource:

Ferreira, F. (1994). Choice of passive voice is affected by verb type and animacy. Journal of Memory and Language, 33: 715–36.Find this resource:

Fiengo, R. and May, R. (1994. Indices and Identity. Cambridge, MA: MIT Press.Find this resource:

Fikkert, Paula (1994). On the acquisition of prosodic structure. Unpublished Ph.D. thesis. University of Leiden and HIL Dissertations.Find this resource:

Fikkert, Paula (2005). Getting sound structures in mind. Acquisition bridging linguistics and psychology? In Anne Cutler (ed.), Twenty-first Century Psycholinguistics: Four Cornerstones. Mahwah, NJ: Lawrence Erlbaum, 43–56.Find this resource:

Fikkert, Paula (2006). Developing representations and the emergence of phonology: Evidence from perception and production. Presented at the meeting of LabPhon 10, Paris.Find this resource:

Fikkert, Paula (2007). Acquiring phonology. In Paul de Lacy (ed.), The Cambridge Handbook of Phonology. Cambridge: Cambridge University Press, 537–54.Find this resource:

Fikkert, Paula (2010). Developing representations and the emergence of phonology: Evidence from perception and production. In Cécile Fougeron, Barbara Kühnert, Mariapaola D’Imperio, and Nathalie Vallée (eds), Laboratory Phonology 10. Berlin: De Gruyter, 227–60.Find this resource:

Fikkert, Paula and Freitas, Maria J. (2004). The role of language-specific phonotactics in the acquisition of onset clusters. In Leonie Cornips and Jenny Doetjes (eds), Linguistics in the Netherlands 2004. Amsterdam: John Benjamins, 58–68.Find this resource:

Fikkert, Paula, and Levelt, Claartje (2008). How does place fall into place? The lexicon and emergent constraints in the developing phonological grammar. In Peter Avery, B. Elan Dresher, and Keren Rice (ed.), Contrast in Phonology: Theory, Perception Acquisition. Berlin: Mouton de Gruyter, 231–70.Find this resource:

Fikkert, Paula and Levelt, Clara C. (2008). How does place fall into place? The lexicon and emergent constraints in the developing phonological grammar. In Peter Avery, B. Elan Dresher, and Keren Rice (eds), Contrast in Phonology: Perception and Acquisition. Berlin: Mouton, 231–70.Find this resource:

Filip, Hana (1993). Aspect, situation types and nominal reference. Unpublished Ph.D. thesis, University of California. [Published in 1999 as Aspect, Eventuality Types and Noun Phrase Semantics. New York: Garland Publishing.]Find this resource:

Filip, Hana (2003). Prefixes and the delimitation of events. Journal of Slavic Linguistics, 11(1): 55–101.Find this resource:

Filip, Hana (2012). Aspectual class and Aktionsart. In K. von Heusinger, C. Maienborn, and P. Portner (eds), Semantics: An International Handbook of Natural Language Meaning. Berlin/New York: Mouton de Gruyter.Find this resource:

Filip, Hana and Rothstein, Susan (2005). Telicity as a Semantic Parameter. In J. Lavine, S. Franks, H. Filip, and M. Tasseva-Kurktchieva (eds), Formal Approaches to Slavic Linguistics (FASL 14). Ann Arbor, MI: University of Michigan Slavic Publications, 139–56.Find this resource:

(p. 857) Fillmore, C. J. (1968). The case for case. In E. Bach and R. Harms (eds), Universals in Linguistic Theory. New York: Holt, Rinehart and Winston.Find this resource:

Finch-Williams, A. (1981). Biggerest or biggester: A study in children’s acquisition of linguistic features of comparative adjectives and nonlinguistic knowledge of seriation. Unpublished Ph.D. thesis, University of Kansas.Find this resource:

Finestack, L. H. and Abbeduto, L. (2010). Expressive language profiles of verbally expressive adolescents and young adults with Down Syndrome or Fragile X Syndrome. Journal of Speech, Language and Hearing Research, 53: 1334–48.Find this resource:

Finley, Sara (2011). The privileged status of locality in consonant harmony. Journal of Memory and Language, 65: 74–83.Find this resource:

Finley, Sara and Badecker, William (2009). Artificial language learning and feature-based generalization. Journal of Memory and Language, 61: 423–37.Find this resource:

Finn, A. S. and Kam, C. L. (2008). The curse of knowledge: First language knowledge impairs adult learners’ use of novel statistics for word segmentation. Cognition, 108: 477–99.Find this resource:

Fischer, K. M. (1973). A comparison of the similarties in language skills of identical and fraternal twin pairs. Unpublished Ph.D. thesis, University of Pennsylvania.Find this resource:

Fischer, Marcus (2005). A Robbins-Monro type learning algorithm for an entropy maximizing version of Stochastic Optimiality Theory. MA thesis. Humboldt University, Berlin.Find this resource:

Fiser, J. and Aslin, R. N. (2002a). Statistical learning of new visual feature combinations by infants. Proceedings of the National Academy of Sciences, 99(24): 15822–6.Find this resource:

Fiser, J. and Aslin, R. N. (2002b). Statistical learning of higher-order temporal structure from visual shape-sequences. Journal of Experimental Psychology: Learning, memory, and cognition, 28: 458–67.Find this resource:

Fisher, C. (1994). Structure and meaning in the verb lexicon: Input for a syntax-aided verb learning procedure. Language and Cognitive Processes, 9: 473–518.Find this resource:

Fisher, C. (2000). From form to meaning: A role for structural analogy in the acquisition of language. In H. W. Reese (ed.), Advances in Child Development and Behavior. New York: Academic Press, 27: 1–53.Find this resource:

Fisher, C. (2002). Structure limits on verb mapping: The role of abstract structure in 2.5-year-olds’ interpretations of novel verbs. Developmental Science, 5: 55–64.Find this resource:

Fisher, Cynthia, Gleitman, Henry, and Gleitman, Lila R. (1991). On the semantic content of subcategorization frames. Cognitive Psychology, 23: 331–92.Find this resource:

Fisher, C., Hall, G., Rakowitz, A., and Gleitman, L. R. (1994). When it is better to give than to receive: Syntactic and conceptual constraints on vocabulary growth. Lingua, 92: 333–75.Find this resource:

Fisher, S. E. (2006). Tangled webs: Tracing the connections between genes and cognition. Cognition, 101: 270–97.Find this resource:

Fisher, S. E., Vargha-Khadem, F., Watkins, K. E., Monaco, A. P., and Pembrey, M. E. (1998). Localization of a gene implicated in a severe speech and language disorder. Nature Genetics, 18: 168–70.Find this resource:

Fitzpatrick, J. M. (2006). Deletion through movement. Natural Language and Linguistic Theory, 24: 399–431.Find this resource:

Flack, Kathryn (2007a). Templatic morphology and indexed markedness constraints. Linguistic Inquiry, 38: 749–58.Find this resource:

Flack, Kathryn (2007b). The sources of phonological markedness. Unpublished Ph.D. Thesis, University of Massachusetts.Find this resource:

Flege, James E. (1987). The production of “new” and “similar” phones in a foreign language: Evidence for the effect of equivalence classification. Journal of Phonetics, 15: 47–65.Find this resource:

(p. 858) Flemming, Edward. (2001). Scalar and categorical phenomena in a unified model of phonetics and phonology. Phonology, 18: 7–44.Find this resource:

Fletcher, J. (1991). Rhythm and final lengthening in French. Journal of Phonetics, 19: 193–212.Find this resource:

Fletcher, Paul (1985). A Child’s Learning of English. Oxford: Blackwell.Find this resource:

Foch, T. T. and Plomin, R. (1980). Specific cognitive abilities in 5- to 12-year-old twins. Behavior Genetics, 10: 507–20.Find this resource:

Fodor. J. A. (1966). How to learn to talk: Some simple ways. In F. Smith and G. Miller (eds), The Genesis of Language. Cambridge, MA: MIT Press, 105–22.Find this resource:

Fodor, J. A. and Garrett, M. (1966). Some reflections on competence and performance. In J. Lyons and R. J. Wales (eds), Psycholinguistic Papers. Edinburgh: University of Edinburgh Press.Find this resource:

Fodor, J. (1983). Modularity of Mind. Cambridge, MA: MIT Press.Find this resource:

Fodor, J. D. (1985). Why learn lexical rules? Paper presented at the Tenth Annual Boston University Conference on Language Development, October 25–27. Written up as “The procedural solution to the projection problem”. Unpublished manuscript, City University of New York.Find this resource:

Fodor, J. D. (1992). Designated triggers versus the Subset Principle. Unpublished manuscript, CUNY Graduate Center, New York.Find this resource:

Fodor, J. D. (1998a). Unambiguous triggers. Linguistic Inquiry, 29(1): 1–36.Find this resource:

Fodor, J. D. (1998b). Parsing to learn. Journal of Psycholinguistic Research, 27(3): 339–74.Find this resource:

Fodor, J. D. and Sakas, W. G. (2004). Evaluating models of parameter setting. In A. Brugos, L. Micciulla, and C. E. Smith (eds), Proceedings of The 28th Annual Boston University Conference on Language Development (BUCLD 28). Boston, MA.Find this resource:

Fodor, J. D. and Sakas, W. G. (2005). The Subset Principle in syntax: Costs of compliance. Journal of Linguistics, 41(3): 513–69.Find this resource:

Folia, Vasiliki, Uddén, Julia, de Vries, Meinou, Forkstam, Christian, and Petersson, Karl Magnus (2010). Artificial language learning in adults and children. Language Learning, 60: 188–220. Supplement 2.Find this resource:

Folli, R., and Harley, H. (2002). Consuming results in Italian and English: Flavours of v. In P. Kempchinsky and R. Slabakova (eds), Aspect. Dordrecht: Kluwer, 95–120.Find this resource:

Foppolo, F. and Panzeri, F. (2013). Do children know when their rooms count as clean? In S. Kan, C. Moore-Cantwell, and R. Staubs (eds), Proceedings of the 40th Meeting of the North East Linguistic Society. Amherst, MA: GLSA, 205–18.Find this resource:

Foraker, S., Regier, T., Khetarpal, A., Perfors, A., and Tenenbaum, J. (2009). Indirect evidence and the poverty of the stimulus: The case of anaphoric one. Cognitive Science, 33: 287–300.Find this resource:

Forrest, Karen and Rockman, Barbara K. (1988). Acoustic and perceptual analysis of word-initial stop consonants in phonologically disordered children. Journal of Speech and Hearing Research, 31: 449–59.Find this resource:

Forrest, Karen, Weismer, Gary, Hodge, Megan, Dinnsen, Daniel A., and Elbert, Mary (1990). Statistical analysis of word-initial /k/ and /t/ produced by normal and phonologically disordered children. Clinical Linguistics and Phonetics, 4: 327–40.Find this resource:

Forrest, Karen, Weismer, Gary, Elbert, Mary, and Dinnsen, Daniel A. (1994). Spectral analysis of target-appropriate /t/ and /k/ produced by phonologically disordered and normally articulating children. Clinical Linguistics and Phonetics, 8: 267–81.Find this resource:

Fougeron, Cécile (1999). Prosodically conditioned articulatory variation: A review. UCLA Working Papers in Phonetics, 97: 1–73.Find this resource:

Fougeron, Cécile and Keating, Patricia A. (1996). Articulatory strengthening in prosodic domain-initial position. UCLA Working Papers in Phonetics, 92: 61–87. (p. 859) Find this resource:

Fowler, A. (1984). Language acquisition in Down’s syndrome children: Production and comprehension. Psychology. Philadelphia, University of Pennsylvania.Find this resource:

Fowler, A. (1990). Language abilities in children with Down syndrome: Evidence for a specific syntactic delay. In D. Cicchetti and M. Beeghly (ed.), Down Syndrome: The Developmental Perspective. New York: Cambridge University Press.Find this resource:

Fowler, A. (1998). Language in mental retardation: Associations with and dissociations from general cognition. In J. A. Burack, R. M., Hodapp, and E. F. Zigler (eds), Handbook of Mental Retardation and Development. New York: Cambridge University Press.Find this resource:

Fowler, A., Gelman, S., and Gleitman, L. R. (1994). The course of language learning in children with Down syndrome. In H. Tager-Flusberg (ed.), Constraints on Language Acquisition. Hillsdale, NJ: Lawrence Earlbaum Associates.Find this resource:

Fox, D. (1999). Economy and Semantic Interpretation. Cambridge, MA: MIT Press.Find this resource:

Fox, D. (2002). Antecedent-contained deletion and the copy theory of movement. Linguistic Inquiry, 33: 63–96.Find this resource:

Fox, D. (2007). Free choice disjunction and the theory of scalar implicatures. In U. Sauerland and P. Stateva (eds), Presupposition and Implicature in Compositional Semantics. New York: Palgrave Macmillan.Find this resource:

Fox, Danny, and Grodzinsky, Yusef (1998). Children’s passive: A view from the by-phrase. Linguistic Inquiry, 29: 311–32.Find this resource:

Franck, J. and Lassotta, R. (2011). Revisiting evidence for lexicalized word order. Unpublished manuscript, University of Geneva.Find this resource:

Franck, J., Millotte, S., and Lassotta, R. (2011). Early word order representations: Novel arguments against old contradictions. Language Acquisition, 18(2), 121–35.Find this resource:

Frank, M. C., Goldwater, S., Mansinghka, V., Griffiths, T., and Tenenbaum, J. (2007). Modeling human performance on statistical word segmentation tasks. Proceedings of the 29th Annual Meeting of the Cognitive Science Society. Austin, TX: Cognitive Science Society, 281–6.Find this resource:

Frank, M. C., Goodman, S., and Tenenbaum, J. (2009). Using speakers’ referential intentions to model early cross-situational word learning. Psychological Science, 20(5): 578–85.Find this resource:

Frank, M. C., Goldwater, S., Griffiths, T., and Tenenbaum, J. (2010). Modeling human performance in statistical word segmentation. Cognition, 117: 107–25.Find this resource:

Frank, Robert and Kapur, Shyam (1996). On the use of triggers in parameter setting. Linguistic Inquiry, 27(4): 623–60.Find this resource:

Frank, Robert and Satta, Giorgio (1998). Optimality theory and the generative complexity of constraint violability. Computational Linguist, 24(2): 307–15.Find this resource:

Frantz, Donald G. (2009). Blackfoot Grammar, 2nd edn. Toronto: University of Toronto Press.Find this resource:

Fraser, Colin, Bellugi, Ursula, and Brown, Roger (1963). Control of grammar in imitation, comprehension, and production. Journal of Verbal Learning and Verbal Behavior, 2: 121–35.Find this resource:

French, Margot (1984). Markedness and the acquisition of pied-piping and preposition stranding. McGill Working Papers in Linguistics, 2: 131–44.Find this resource:

Freudenthal, D., Pine, J. M., and Gobet, F. (2006). Modeling the development of children’s use of optional infinitives in Dutch and English using MOSAIC. Cognitive Science: A multidisciplinary journal, 30(2): 277–310.Find this resource:

Freudenthal, D., Pine, J. M., Aguado-Orea, J., and Gobet, F. (2007a). Modeling the developmental patterning of finiteness marking in English, Dutch, German, and Spanish using MOSAIC. Cognitive Science: A multidisciplinary journal, 31(2): 311–41.Find this resource:

Freudenthal, D., Pine, J., and Gobet, F. (2007b). Understanding the developmental dynamics of subject omission: The role of processing limitations in learning. Journal of Child Language, 34: 83–110.Find this resource:

(p. 860) Freudenthal, D., Pine, J., and Gobet, F. (2010). Explaining quantitative variation in the rate of Optional Infinitive errors across languages: A comparison of MOSAIC and the Variational Learning Model. Journal of Child Language, 37(3): 643–69.Find this resource:

Friederici, Angela D. (2005). Neurophysiological markers of early language acquisition: From syllables to sentences. Trends in Cognitive Sciences, 9: 481–8.Find this resource:

Friederici, Angela D. and Wessels, Jeanine M. (1993). Phonotactic knowledge and its use in infant speech perception. Perception and Psychophysics, 54: 287–95.Find this resource:

Friederici, A. D., Friederich, M., and Christophe, A. (2007). Brain responses in 4-month-old infants are already language specific. Current Biology, 17: 1208–11.Find this resource:

Friedmann, N. (2007). Young children and A-chains: The acquisition of Hebrew unaccusatives. Language Acquisition, 14: 377–422.Find this resource:

Friedmann, N. and Costa, J. (2011). Acquisition of SV and VS order in Hebrew, European Portuguese, Palestinian Arabic and Spanish. Language Acquisition, 18: 1–38.Find this resource:

Friedmann, N. and Novogrodsky, R. (2011). Which questions are most difficult to understand? The comprehension of Wh questions in three subtypes of SLI. Lingua, 121: 367–82.Find this resource:

Friedmann, N., Gvion, A., and Novogrodsky, R. (2006). Syntactic movement in agrammatism and S-SLI: Two different impairments. In A. Belleti, E. Bennati, C. Chesi, E. Di Domenico, and I. Ferrari (eds), Language Acquisition and Development. Cambridge: Cambridge Scholars Press.Find this resource:

Friedmann, N., Belletti, A. and Rizzi, L. (2009). Relativized relatives: Types of intervention in the acquisition of A-bar dependencies. Lingua, 199: 67–88.Find this resource:

Friedrich, Claudia K., Lahiri, Aditi, and Eulitz, Carsten (2008). Neurophysiological evidence for underspecified lexical representations: Asymmetries with word initial variations. Journal of Experimental Psychology: Human perception and performance, 34: 1545–59.Find this resource:

Friedrich, Manuela and Friederici, Angela D. (2005). Phonotactic knowledge and lexical–semantic processing in one-year-olds: Brain responses to words and nonsense words in picture contexts. Journal of Cognitive Neuroscience, 17: 1785–802.Find this resource:

Friedrich, M. and Friederici, A. D. (2008). Neurophysiological correlates of online word learning in 14-month-old infants. NeuroReport, 19: 1757–61.Find this resource:

Fudge, Eric C. (1969). Syllables. Journal of Linguistics, 5: 253–86.Find this resource:

Fujimoto, Mari (2008). L1 acquisition of Japanese particles: A corpus- based study. Unpublished Ph.D. thesis, The City University of New York.Find this resource:

Fuson, K. C. (1988). Children’s Counting and Concepts of Number. New York: Springer.Find this resource:

Gagarina, Natalia (2008). Stanovlenie grammatičeskich kategorij russkogo glagola v detskoj reči [Entstehung der grammatischen Kategorien des russischen Verbs im Erstspracherwerb]. St Petersburg: Nauka.Find this resource:

Gagarina, Natalia, Andjelkovic, Darinka, Hrzica, Gordana, Kiebzak-Mandera, Dorota, Konstanzou, Katerina, Kovacevic, Melita, Savic, Maja (2010). Comprehension and production of an aspectual distinction in Slavic languages and Modern Greek. Poster presentation at Let the Children Speak: Learning of critical language skills across 25 languages. London: Wellcome Trust Conference Center.Find this resource:

Gahl, S. and Garnsey, S. (2004). Knowledge of grammar, knowledge of usage: Syntactic probabilities affect pronunciation variation. Language, 80: 748–75.Find this resource:

Galaburda, A. M. and Kemper, T. L. (1979). Cytoarchitectonic abnormalities in developmental dyslexia: A case study. Annals of Neurology, 6: 94–100.Find this resource:

Galligan, R. (1987). Intonation with single words: Purposive and grammatical use. Journal of Child Language, 14: 1–21.Find this resource:

(p. 861) Gambell, T. and Yang, C. (2006). Word segmentation: Quick but not dirt. Unpublished manuscript, Yale University.Find this resource:

Ganger, J. B., Pinker, S., Chawla, S., and Baker, A. (1999). A twin study of early vocabulary and syntactic development. Unpublished manuscript, Pittsburgh, PA.Find this resource:

García, Pedro, and Ruiz, José (1996). Learning k-piecewise testable languages from positive data. In Laurent Miclet and Colin de la Higuera (eds), Grammatical Interference: Learning Syntax from Sentences, Lecture Notes in Computer Science. Berlin: Springer, 1147: 203–10.Find this resource:

García, Pedro, and Ruiz, José (2004). Learning k-testable and k-piecewise testable languages from positive data. Grammars, 7: 125–40.Find this resource:

García, Pedro, Vidal, Enrique, and Oncina, José (1990). Learning locally testable languages in the strict sense. In Proceedings of the Workshop on Algorithmic Learning Theory, 325–38.Find this resource:

García del Real, Isabel, and Ezeizabarrena, Marie-José (2011). Comprehension of grammatical and lexical aspect in early Spanish and Basque. S. Ferré, P. Prévost, L. Tuller, and R. Zebib (eds), Selected Proceedings of the Romance Turn IV: Workshop on the acquisition of romance languages. Cambridge: Cambridge Scholars Publishing, 82–103.Find this resource:

Garey, M. R., and Johnson, D. S. (1979). Computers and Intractability: A Guide to the Theory of NP-Completeness. New York: W. H. Freeman.Find this resource:

Garnica, Olga K. (1973). The development of phonemic speech perception. In Timothy E. Moore (ed.), Cognitive Development and the Acquisition of Language. New York: Academic Press, 215–22.Find this resource:

Gathercole, S. E., Willis, C. S., Baddeley, A. D., and Emslie, H. (1994). The children’s test of nonword repetition: A test of phonological working memory. Memory, 2: 103–27.Find this resource:

Gathercole, V. C. (1979). Birdies like birdseed the bester than buns: A study of relational comparatives and their acquisition. Unpublished Ph.D. thesis, University of Kansas.Find this resource:

Gathercole, V. C. (1985). More and more and more about more. Journal of Experimental Child Psychology, 40: 73–104.Find this resource:

Gathercole, V. (1989). Contrast: A semantic constraint? Journal of Child Language, 16: 685–702.Find this resource:

Gathercole, V. C. (2009). “It was so much fun. It was 20 fun!” Cognitive and linguistic invitations to the development of scalar predicates. In V. C. Mueller Gathercole (ed.), Routes to Language: Studies in honor of Melissa Bowerman. New York: Psychology Press, 319–443.Find this resource:

Gauthier, B., Shi, R., and Xu, Y. (2007). Learning phonetic categories by tracking movements. Cognition, 103: 185–205.Find this resource:

Gauthier, B., Shi, R., and Xu, Y. (2009). Learning prosodic focus from continuous speech input: A neural network exploration. Language Learning and Development, 5: 94–114.Find this resource:

Gavarró, Anna, Pérez-Leroux, Ana T., and Roeper, Thomas (2006). Definite and bare noun contrasts in child Catalan. In Viçens Torrens and Linda Escobar (eds), The Acquisition of Syntax in Romance Languages. Amsterdam: John Benjamins, 51–68.Find this resource:

Gavruseva, E. (2000). On the syntax of possessor extraction. Lingua, 110: 743–72.Find this resource:

Gavruseva, E., and Thornton, R. (2001). Getting it right: Acquisition of whose-questions in child English. Language Acquisition, 9(3): 229–67.Find this resource:

Gawlitzek-Maiwald, I. (2000). “I want a chimney builden”: The acquisition of infinitival constructions in German–English bilingual children. In S. Döpke (ed.), Cross-Linguistic Structures in Simultaneous Bilingualism. Amsterdam: John Benjamins.Find this resource:

Gazdar, G. (1979). Pragmatics: Implicature, presupposition, and logical form. New York: Academic Press.Find this resource:

Gazdar, Gerald, Klein, Ewan, Pullum, Geoffrey, and Sag, Ivan (1985). Generalized Phrase Structure Grammar. Cambridge, MA: Harvard University Press.Find this resource:

(p. 862) Gelman, A., Carlin, J., Stern, H., and Rubin, D. (2003). Bayesian Data Analysis. Sussex: Chapman and Hall.Find this resource:

Gelman, R. and Cordes, S. (2001). Counting in animals and humans. In E. Dupoux (ed.), Language, Brain, and Cognitive Development: Essays in Honor of Jacques Mehler. Cambridge, MA: MIT Press, 279–303.Find this resource:

Gelman, R. and Gallistel, C. R. (1978). The Child’s Understanding of Number. Cambridge, MA: Harvard University Press.Find this resource:

Gelman, Susan A. (2003). The Essential Child. New York: Oxford University Press.Find this resource:

Gelman, Susan A. and Bloom, Paul (2007). Developmental changes in the understanding of generics. Cognition, 105: 166–83.Find this resource:

Gelman, Susan A. and Brandone, Amanda C. (2010). Fast-mapping placeholders: Using words to talk about kinds. Language Learning and Development, 6: 223–40.Find this resource:

Gelman, S. A. and Ebeling, K. S. (1989). Children’s use of nonegocentric standards in judgments of functional size. Child Development, 60: 920–32.Find this resource:

Gelman, Susan A. and Raman, Lakshmi (2003). Preschool children use linguistic form class and pragmatic cues to interpret generics. Child Development, 74: 310–25.Find this resource:

Gelman, Susan A., and Raman, Lakshmi (2007). This cat has nine lives? Children’s memory for genericit in language. Developmental Psychology, 43: 1256–68.Find this resource:

Gelman, Susan A. and Tardif, Twila Z. (1998). A cross-linguistic comparison of generic noun phrases in English and Mandarin. Cognition, 66: 215–48.Find this resource:

Gelman, Susan A., Goetz, Peggy J., Sarnecka, Barbara S., and Flukes, Jonathan (2008). Generic language in parent–child conversations. Language Learning and Development, 4: 1–31.Find this resource:

Geman, S. and Geman, D. (1984). Stochastic relaxation, Gibbs distributions and the Bayesian restoration of images. IEEE Transactions on Pattern Analysis and Machine Intelligence, 6: 721–41.Find this resource:

Gentner, D., and Namy, L. (2004). The role of comparison in children’s early word learning. In D. G. Hall and S. R. Waxman (eds), Weaving a Lexicon. Cambridge, MA: MIT Press, 533–68.Find this resource:

George, Leland and Kornfilt, Jaklin (1981). Finiteness and boundedness in Turkish. In Frank Heny (ed.), Binding and filtering. Cambridge, MA: MIT Press, 105–27.Find this resource:

Gerken, L. A. (1991). The metrical basis for children’s subjectless sentences. Journal of Memory and Language, 30: 431–51.Find this resource:

Gerken, L. A. (1994). A metrical template account of children’s weak syllable omissions. Journal of Child Language, 21: 565–84.Find this resource:

Gerken, L. A. (1996). Prosodic structure in young children’s language production. Language, 72: 683–712.Find this resource:

Gerken, L. A. (2004). Nine-month-olds extract structural principles required for natural language. Cognition, 93: B89–B96.Find this resource:

Gerken, L. A., and Bollt, A. (2008). Three exemplars allow at least some linguistic generalizations: Implications for generalization mechanisms and constraints. Language Learning and Development, 4: 228–48.Find this resource:

Gerken, L., Jusczyk, P. W., and Mandel, D. R. (1994). When prosody fails to cue syntactic structure: 9–month-olds’ sensitivity to phonological versus syntactic phrases. Cognition, 51: 237–65.Find this resource:

Gertner, Y., Fisher, C., and Eisengart, J. (2006). Learning words and rules: Abstract knowledge of word order in early sentence comprehension. Psychological Science, 17: 684–91.Find this resource:

(p. 863) Gervain, J., Nespor, M., Mazuka, R., Horie, R., and Mehler, J. (2008). Bootstrapping word order in prelexical infants: A Japanese-Italian cross-linguistic study. Cognitive Psychology, 57(1): 56–74.Find this resource:

Geurts, B. (1998). Scalars. In P. Ludewig and B. Geurts (eds), Lexicalische Semantik aus kognitiver Sicht. Tübingen: Narr, 95–117.Find this resource:

Geurts, B. (2003). Quantifying kids. Language Acquisition, 11(4): 197–218.Find this resource:

Geurts, B. (2010). Quantity Implicatures. Cambridge: Cambridge University Press.Find this resource:

Geurts, B., Katsos, N., Cummins, C., Moons, J., and Noordman, L. (2010). Scalar quantifiers: Logic, acquisition, and processing. Language and Cognitive Processes, 25: 130–48.Find this resource:

Gibbon, Fiona E. (1999). Undifferentiated lingual gestures in children with articulation/phonological disorders. American Journal of Speech-Language Pathology, 7: 38–48.Find this resource:

Gibson, E. A. F. (1991). A computational theory of human linguistic processing: Memory limitations and processing breakdown. Unpublished Ph.D. thesis, Carnegie Mellon University.Find this resource:

Gibson, E., and Wexler, K. (1994). Triggers. Linguistic Inquiry, 25: 407–54.Find this resource:

Gierut, Judith A. (1985). On the relationship between phonological knowledge and generalization learning in misarticulating children. Unpublished Ph.D. thesis, Indiana University.Find this resource:

Gierut, Judith A. (1986). Sound change: A phonemic split in a misarticulating child. Applied Psycholinguistics, 7: 57–68.Find this resource:

Gierut, Judith (1999). Syllable onsets: Clusters and adjuncts in acquisition. Journal of Speech Language and Hearing Research, 42: 708–26.Find this resource:

Gierut, Judith A. (2008a). Experimental instantiations of implicational universals in phonological acquisition. In Daniel A. Dinnsen and Judith A. Gierut (eds), Optimality Theory, Phonological Acquisition and Disorders. London: Equinox Publishing Ltd., 355–76.Find this resource:

Gierut, Judith A. (2008b). Fundamentals of experimental design and treatment. In Daniel A. Dinnsen and Judith A. Gierut (eds), Optimality Theory, Phonological Acquisition and Disorders. London: Equinox Publishing Ltd., 93–118.Find this resource:

Gierut, Judith A. and Champion, Annette H. (1999a). Interacting error patterns and their resistance to treatment. Clinical Linguistics and Phonetics, 13: 421–31.Find this resource:

Gierut, Judith A. and Champion, Annette H. (1999b). Learning and the representation of complex onsets. In Annabel Greenhill, Heather Littlefield, and Cheryl Tano (eds), Proceedings of the 23rd Annual Boston University Conference on Language Development. Somerville, MA: Cascadilla Press, 196–203.Find this resource:

Gierut, Judith A. and Champion, Annette H. (2000). Ingressive substitutions: Typical or atypical phonological pattern? Clinical Linguistics and Phonetics, 14: 603–17.Find this resource:

Gierut, Judith A. and O’Connor, Kathleen M. (2002). Precursors to onset clusters in acquisition. Journal of Child Language, 29: 495–517.Find this resource:

Gierut, Judith A., Elbert, Mary and Dinnsen, Daniel A. (1987). A functional analysis of phonological knowledge and generalization learning in misarticulating children. Journal of Speech and Hearing Research, 30: 462–79.Find this resource:

Gierut, Judith A., Cho, Mi-Hui and Dinnsen, Daniel A. (1993). Geometric accounts of consonant–vowel interactions in developing systems. Clinical Linguistics and Phonetics, 7: 219–36.Find this resource:

Gierut, Judith A., Simmerman, Christina L. and Neumann, Heidi J. (1994). Phonemic structures of delayed phonological systems. Journal of Child Language, 21: 291–316.Find this resource:

Gierut, Judith A., Morrisette, Michele L., Hughes, Mary, and Rowland, Susan (1996). Phonological treatment efficacy and developmental norms. Language, Speech and Hearing Services in Schools, 27: 215–30.Find this resource:

(p. 864) Gilks, W. R., Richardson, S., and Spiegelhalter D. J. (eds) (1996). Markov Chain Monte Carlo in Practice. Suffolk: Chapman and Hall.Find this resource:

Gillette, J., Gleitman, L., Gleitman, H., and Lederer, A. (1999). Human simulation of vocabulary learning. Cognition, 73(2): 135–76.Find this resource:

Giorgi, Alessandra, and Pianesi, F. (1997). Tense and Aspect: From semantics to morphosyntax. Oxford: Oxford University Press.Find this resource:

Gitterman, D. and Johnston, J. R. (1983). Talking about comparisons: A study of young children’s comparative adjective usage. Journal of Child Language, 10: 605–21.Find this resource:

Givón, T. (1984). Syntax: A functional-typological introduction. Vol I. Amsterdam: John Benjamins.Find this resource:

Givón, T. (1994). Irrealis and the subjunctive. Studies in Language, 18(2): 265–337.Find this resource:

Gleitman, Lila (1990). The structural sources of verb meaning. Language Acquisition, 1(1): 3–55.Find this resource:

Gleitman, L. and Newport, E. (1995). Language: An invitation to cognitive science. In L. Gleitman and M. Liberman (eds), An Invitation to Cognitive Science: Vol 1: Language. Cambridge, MA: MIT Press, 1: 1–24.Find this resource:

Gleitman, Lila, Cassidy, Kimberly, Nappa, Rebecca, Papafragou, Anna, and Trueswell, John C. (2005). Hard words. Language Learning and Development, 1: 23–64.Find this resource:

Gnanadesikan, Amalia (1995/2004). Markedness and faithfulness constraints in child phonology In René Kager, Joe Pater, and Wim Zonneveld (eds), Constraints in Phonological Acquisition. Cambridge: Cambridge University Press, 73–108.Find this resource:

Goad, Heather (1996). Codas, word minimality, and empty-headed syllables. In Eve Clark (ed.), Proceedings of the 28th Annual Child Language Research Forum. Stanford, CA: Center for the Study of Language and Information, 113–22.Find this resource:

Goad, Heather (1997). Consonant harmony in child language: An optimality-theoretic account. In S. J. Hannahs and Martha Young-Scholten (eds), Focus on Phonological Acquisition. Amsterdam: Benjamins, 113–42.Find this resource:

Goad, Heather (2001). Assimilation phenomena and initial constraint ranking in early grammars. In Anna H.-J. Do, Laura Domínguez, and Aimee Johansen (eds), Proceedings of the 25th Annual Boston University Conference on Language Development. Somerville, MA: Cascadilla Press, 307–18.Find this resource:

Goad, Heather (2002). Markedness in right-edge syllabification: Parallels across populations. Canadian Journal of Linguistics, 47: 151–86.Find this resource:

Goad, Heather (2006). Are children’s grammars rogue grammars? Glide substitution in branching onsets. Recherches linguistiques de Vincennes, 35: 103–32.Find this resource:

Goad, Heather (2011). The representation of sC clusters. In Marc van Oostendorp, Colin Ewen, Elizabeth Hume, and Keren Rice (eds), The Blackwell Companion to Phonology. Oxford: Wiley-Blackwell, 898–923.Find this resource:

Goad, Heather and Buckley, Meaghen (2006). Prosodic structure in child French: Evidence for the foot. Catalan Journal of Linguistics, 5: 109–142. Special issue on the Acquisition of Romance Languages.Find this resource:

Goad, Heather and Prévost, Adèle-Elise (2010). A test case for markedness: The acquisition of Québec French stress. Unpublished manuscript.Find this resource:

Goad, Heather and Rose, Yvan (2004). Input elaboration, head faithfulness and evidence for representation in the acquisition of left-edge clusters in West Germanic. In René Kager, Joe Pater, and Wim Zonneveld (eds), Constraints in Phonological Acquisition. Cambridge: Cambridge University Press, 109–57.Find this resource:

(p. 865) Goad, Heather and White, Lydia (2004). (Non)native-like ultimate attainment: The influence of L1 prosodic structure on L2 morphology. In A. Brugos, L. Micciulla, and C. Smith (eds), Proceedings of the 28th Annual Boston University Conference on Language Development. Somerville, MA: Cascadilla Press, 177–88.Find this resource:

Goad, Heather, White, Lydia, and Steele, Jeffrey (2003). Missing inflection in L2 acquisition: Defective syntax or L1-constrained prosodic representations? Canadian Journal of Linguistics, 48: 243–63.Find this resource:

Goehl, Henry and Golden, S. (1972). A psycholinguistic account of why children do not detect their own errors. Unpublished manuscript.Find this resource:

Göksun, T., Küntay, A., and Naigles, L. (2008). Turkish children use morphosyntactic bootstrapping in interpreting verb meaning. Journal of Child Language, 35: 291–323.Find this resource:

Gold, E. M. (1967). Language identification in the limit. Information and Control, 10(5): 447–74.Find this resource:

Gold, E. M. (1978). Complexity of automata identification from given data. Information and Control, 37: 302–20.Find this resource:

Goldberg, A. (1995). Constructions: A construction grammar approach to argument structure. Chicago: University of Chicago Press.Find this resource:

Goldberg, A. (2006). Constructions at Work: The nature of generalization in language. Oxford: Oxford University Press.Find this resource:

Goldberg, A., Casenhiser, D., and Sethuraman, N. (2004). Learning argument structure generalizations. Cognitive Linguistics, 14: 289–316.Find this resource:

Goldberg, A., Casenhiser, D., and Sethuraman, N. (2005). The role of prediction in construction learning. Journal of Child Language, 32: 407–26.Find this resource:

Goldin-Meadow, S., and Mylander, C. (1998). Spontaneous sign systems created by deaf children in two cultures. Nature, 391: 279–81.Find this resource:

Goldin-Meadow, Susan, Gelman, Susan A., and Mylander, Carolyn (2005). Expressing generic concepts with and without a language model. Cognition, 96: 109–26.Find this resource:

Goldman, Ronald and Fristoe, Macalyne (2000). Goldman-Fristoe test of articulation-2. Circle Pines, MN: American Guidance Service, Inc.Find this resource:

Goldrick, Matthew (2004. Phonological features and phonotactic constraints in speech production. Journal of Memory and Language, 586–603.Find this resource:

Goldsmith, J. (1976). Autosegmenatal phonology. Unpublished Ph.D. thesis, MIT. [Published 1979 by New York, Garland Press.]Find this resource:

Goldsmith, John (1993). Harmonic Phonology. In J. Goldsmith (ed.), The Last Phonological Rule. Chicago, IL: University of Chicago Press, 21–60.Find this resource:

Goldsmith, J. (ed.) (1995). The Handbook of Phonological Theory. Oxford, Blackwell.Find this resource:

Goldwater, S. (2006). Nonparametric Bayesian models of lexical acquisition. Unpublished Ph.D. thesis, Brown University.Find this resource:

Goldwater, Sharon, and Johnson, Mark (2003). Learning OT constraint rankings using a maximum entropy model. In Jennifer Spenader, Anders Eriksson, and Osten Dahl (eds), Proceedings of the Stockholm Workshop on Variation within Optimality Theory, 111–20.Find this resource:

Goldwater, S., Griffiths, T., and Johnson, M. (2006). Interpolating between types and tokens by estimating power law generators. Neural Information Processing Systems, 18.Find this resource:

Goldwater, S., Griffiths, T., and Johnson, M. (2009). A Bayesian framework for word segmentation: Exploring the effects of context. Cognition, 112(1): 21–54.Find this resource:

Golinkoff, R. M., Hirsh-Pasek, K., Cauley, K. M., and Gordon, L. (1987). The eyes have it: Lexical and syntactic comprehension in a new paradigm. Journal of Child Language, 14: 23–45.Find this resource:

(p. 866) Golinkoff, R., Hirsh-Pasek, K., and Schweisguth, M. A. (2001). A reappraisal of young children’s knowledge of grammatical morphemes. In J. Weissenborn and B. Höhle (eds), Approaches to Bootstrapping: Phonological, lexical, syntactic, and neurophysiological aspects of early language acquisition. Amsterdam: Benjamins, 1: 167–88.Find this resource:

Gómez, R. (2002). Variability and detection of invariant structure. Psychological Science, 13: 431–6.Find this resource:

Gómez, R. and Gerken, L. (1999). Artificial grammar learning by 1–year-olds leads to specific and abstract knowledge. Cognition, 70: 109–35.Find this resource:

Gómez, R. L., and Gerken, L. A. (2000). Infant artificial language learning and language acquisition. Trends in Cognitive Science, 4: 178–86.Find this resource:

Gómez, Rebecca L. and Maye, Jessica (2005). The developmental trajectory of nonadjacent dependency learning. Infancy, 7(2): 183–206.Find this resource:

Gonzalez Gomez, N., Nayeli, and Nazzi, T. (2012). Acquisition of non-adjacent phonological regularities in the first year of life: Evidence from a perceptual equivalent of the labial-coronal effect. Infancy, 17: 498–524.Find this resource:

Gonzalez Gomez, N. and Nazzi, T. (2013). Effects of prior phonotactic knowledge on infant word segmentation: The case of non-adjacent dependencies. Journal of Speech, Language, and Hearing Research, 56: 840–9.Find this resource:

Goodluck, H. (1981). Children’s grammar of complement subject interpretation. In S. Tavakolian (ed.), Language Acquisition and Linguistic Theory. Cambridge, MA: MIT Press.Find this resource:

Goodluck, H. and Behne, D. (1992). Development in control and extraction. In J.Weissenborn, H. Goodluck, and T. Roeper (eds), Theoretical Issues in Language Acquisition. Hillsdale, NJ: Erlbaum.Find this resource:

Goodluck, Helen and Stojanovic, Danijela (1997). The structure and acquisition of relative clauses in Serbo-Croatian. Language Acquisition, 5: 285–315.Find this resource:

Goodluck, Helen and Tavakolian, Susan L. (1982). Competence and processing in children’s grammar of relative clauses. Cognition, 11: 1–27.Find this resource:

Goodluck, H., Foley, M., and Sedivy, J. (1992). Adjunct islands and acquisition. In H. Goodluck and M. Rochemont (eds), Island Constraints. Dordrecht: Kluwer, 181–94.Find this resource:

Goodluck, H., Terzi, A. and Diaz, G. C. (2001). The acquisition of control crosslinguistically: Structural and lexical factors in learning to license PRO. Journal of Child Language, 28: 153–72.Find this resource:

Goodman, N. (1955). Fact, fiction, and Forecast. Cambridge, MA: Harvard University Press.Find this resource:

Goodrich, Mary and Snyder, William (2013). Atelic paths and the Compounding Parameter: Evidence from Acquisition. In N. Goto, K. Otaki, A. Sato, and K. Takita (eds), Proceedings of GLOW in Asia IX 2012. Mie, Japan: Mie University, 19–30.Find this resource:

Goodsitt, J. V., Morgan, J. L., and Kuhl, P. K. (1993). Perceptual strategies in prelingual speech segmentation. Journal of Child Language, 20: 229–52.Find this resource:

Gopnik, M. and Crago, M. B. (1991). Familial aggregation of a developmental language disorder. Cognition, 39: 1–50.Find this resource:

Gor, V. and Syrett, K. (2015). Picking up after sloppy children: What pronouns reveal about children’s analysis of English comparative constructions. In E. Grillo and K. Jepson (eds), Proceedings of the 39th Annual Boston University Conference on Language Development. Somerville, MA: Cascadilla Press, 191–203.Find this resource:

Gordishevsky, Galina and Schaeffer, Jeannette (2008). The development and interaction of case and number in early Russian. Language Acquisition and Language Disorders, 45: 31–59.Find this resource:

Gordon, M. (2002). A factorial typology of quantity-insensitive stress. Natural Language and Linguistic Theory, 20: 491–552.Find this resource:

(p. 867) Gordon, M. (2005). A perceptually-driven account of onset-sensitive stress. Natural Language and Linguistic Theory, 23: 595–653.Find this resource:

Gordon, P. (1985). Level-ordering in lexical development. Cognition, 21: 73–93.Find this resource:

Gordon, P. (2004). The origin of argument structure in infant event representations. Proceedings of the Annual Boston University Conference on Language Development, 28: 189–98.Find this resource:

Gordon, Peter, and Chafetz, Jill (1990). Verb-based versus class-based accounts of actionality effects in children’s comprehension of passives. Cognition, 36: 227–54.Find this resource:

Gormley, Andrea (2003). The production of consonant harmony in child speech. Unpublished Master’s thesis, University of British Columbia.Find this resource:

Goro, T. (2004a). The emergence of Universal Grammar in the emergence of language: The acquisition of Japanese logical connectives and positive polarity. Manuscript, University of Maryland at College Park.Find this resource:

Goro, Takuya (2004b). On the distribution of to-infinitives in early child English. In A. Brugos, L. Micciulla, and C. E. Smith (ed.), Proceedings of the 28th Annual Boston University Conference on Language Development. Somerville, MA: Cascadilla Press, 199–210.Find this resource:

Goro, T. (2007). Language specific constraints on scope interpretation in first language acquisition. Unpublished Ph.D. thesis, University of Maryland.Find this resource:

Goro, T. and Akiba, S. (2004). The acquisition of disjunction and positive polarity in Japanese. In V. Chand, A. Kelleher, A. J. Rodríguez, and B. Schmeiser (eds), WCCFL 23: Proceedings of the 23rd West Coast Conference on Formal Linguistics. Somerville, MA: Cascadilla Press, 251–64.Find this resource:

Goro, T., Minai, U., and Crain, S. (2005). Two disjunctions for the price of only one. BUCLD 29: Proceedings of the 29th Annual Boston University Conference on Language Development. Somerville, MA: Cascadilla Press, 1: 228–39.Find this resource:

Goro, T., Minai, U., and Crain, S. (2006). Bringing out the logic in child language. In L. Bateman and C. Ussery (eds), Proceedings of the Thirty-Fifth Annual Meeting of the North East Linguistic Society. Amherst, MA: GLSA Publications, 245–56.Find this resource:

Gout, A. (2001). Etapes précoces de l’acquisition du lexique. Unpublished Ph.D. thesis, Ecole des Hautes Etudes en Sciences Sociales.Find this resource:

Gout, A., Christophe, A., and Morgan, J. L. (2004). Phonological phrase boundaries constrain lexical access II. Infant data. Journal of Memory and Language, 51: 548–67.Find this resource:

Goyet, L., Nishibayashi, L-.L., and Nazzi, T. (2013). Early syllabic segmentation of fluent speech by infants acquiring French. PlosOne, 8: e79646.Find this resource:

Goyet, L., de Schonen, S. and Nazzi, T. (2010). Syllables in word segmentation by French-learning infants: An ERP study. Brain Research, 1332: 75–89.Find this resource:

Graf Estes, Katharine (2009). From tracking statistics to word learning: Statistical learning and lexical acquisition. Language and Linguistic Compass, 3: 1379–89.Find this resource:

Graf Estes, K., Evans, J., Alibali, M., and Saffran, J. (2007). Can infants map meaning to newly segmented words? Psychological Science, 18(3): 254–60.Find this resource:

Graf Estes, Katharine, Edwards, Jan, and Saffran, Jenny R. (2011). Phonotactic constraints on infant word learning. Infancy, 16: 180–97.Find this resource:

Graham, Susan A., Kilbreath, Cari S., and Welder, Andrea N. (2004). 13-month-olds rely on shared labels and shape similarity for inductive inferences. Child Development, 75: 409–27.Find this resource:

Graham, Susan A., Nayer, Samantha L., and Gelman, Susan A. (2011). Two-year-olds use the generic/nongeneric distinction to guide their inferences about novel kinds. Child Development, 82: 493–507.Find this resource:

Grant, J., Valian, V., and Karmiloff-Smith, A. (2002). A study of relative clauses in Williams syndrome. Journal of Child Language, 29: 403–16.Find this resource:

(p. 868) Graves, Michael F. and Koziol, Stephen (1971). Noun plural development in primary grade children. Child Development, 42: 1165–73.Find this resource:

Graziano-King, J. (1999). Acquisition of comparative forms in English. Unpublished Ph.D. thesis, City University of New York.Find this resource:

Graziano-King, J., and Cairns, H. S. (2005). Acquisition of English comparative adjectives. Journal of Child Language, 2: 345–73.Find this resource:

Green, G. (1974). Semantics and Syntactic Regularity. Bloomington: Indiana University Press.Find this resource:

Green, Lisa, and Roeper, Thomas (2007). The acquisition path for aspect: Remote past and habitual in child African American English. Language Acquisition, 14(3): 269–313.Find this resource:

Greenberg, Joseph H. (1963). Some universals of language with special reference to the order of meaningful elements. In Joseph H. Greenberg (ed.), Universals of Language. Cambridge, MA: MIT Press, 73–113.Find this resource:

Greenberg, Joseph (1978). Initial and final consonant sequences. In Joseph Greenberg (ed.), Universals of Human Language: Volume 2, Phonology. Stanford University Press, 2: 243–79.Find this resource: