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date: 25 May 2020

(p. ix) Contributors

(p. ix) Contributors

Sergio Baauw is Assistant Professor at the Spanish Language and Culture program of Utrecht University. His research is focused on first language acquisition from a cross-linguistic (Dutch/Spanish) perspective. He has also worked on agrammatism and bilingualism. Baauw has published papers on the acquisition of pronouns, reflexives, tense, and determiners.

Jessica A. Barlow is Professor of Speech, Language, and Hearing Sciences at San Diego State University. Her research focuses specifically on phonological acquisition and phonological theory, with the goal of documenting universal properties of language sound systems in order to better inform our understanding of, and theories about, language, language acquisition, and language disorders, as well as the clinical management of those disorders.

Misha Becker is Associate Professor of Linguistics at UNC Chapel Hill. Her recent research has focused on how children learn to distinguish syntactic constructions with argument displacement (e.g. raising and tough-movement) from similar constructions without displacement (control), and the role that animacy plays in this process. She has conducted psycholinguistic studies with both children and adults using a variety of methodologies, including sentence judgment, novel verb learning, and reaction time.

Ann Bunger is Lecturer in Linguistics at Indiana University. Her work examines the relation between what speakers of different age groups and different language backgrounds understand about events happening in the world around them and the way they talk about those events. She has published papers on how children use syntactic cues to learn verb meanings and how conceptual and linguistic representations interact in real-time during language production.

Anne Christophe is Research Director at CNRS as well as director of the Laboratoire de Sciences Cognitives et Psycholinguistique, in Paris (Ecole Normale Supérieure / PSL Research University / EHESS / CNRS). Her research focuses on how young children may bootstrap early lexical and syntactic acquisition by relying on sources of information available early on from the acoustic signal, namely phrasal prosody and function words. She uses experimentation with infants and toddlers as well as computational modeling.

Jill de Villiers is Professor of Psychology and Philosophy at Smith College. Her research on child language acquisition has had a particular focus on the syntax of questions, and (p. x) also on the relation of language and Theory of Mind. More recently she has worked on refining tests of child language assessment in English and several other languages. She is a co-editor with Tom Roeper of the recent Handbook in Generative Approaches to Language Acquisition.

Kamil Ud Deen is Associate Professor of Linguistics at the University of Hawaii. His interests focus on the acquisition of understudied languages and how such data might bear on theories of child and adult grammar. Topics he has worked on include binding, the passive, mood, and relative clauses, drawing on data from languages such as Swahili, Thai, Korean, Japanese, Tagalog, and Serbian. A former associate editor for the Journal of Child Language, he is currently editor of Brief Articles of Language Acquisition: A Journal of Developmental Linguistics.

Daniel A. Dinnsen is Chancellor’s Professor Emeritus of Linguistics at Indiana University-Bloomington. His research brings the latest developments in phonological theory to bear on the analysis of young children’s developing sound systems and phonological learning patterns, with special emphasis on phonological (non-organic) disorders. Dinnsen’s research has been funded by the National Institutes of Health for the last 30 years.

Ewan Dunbar is a postdoctoral researcher at the Laboratoire de Sciences Cognitives et Psycholinguistique (ENS–CNRS–EHESS) at the Ecole Normale Supérieure / PSL Research University. His work focuses on speech development, at both the low-level phonetic level and the abstract level that records those sounds in long-term memory. He uses statistical machine learning techniques to model acquisition and typological data to narrow down the universal formal constraints on sound systems.

Jennifer Ganger is Lecturer in Developmental Psychology at the University of Pittsburgh. She focuses on undergraduate teaching, especially in language development, behavior genetics, and research methods. Her research examines the relationship between genes and environment in language development, incorporating both twin studies and direct modulation of children’s language input.

Judith A. Gierut is Professor of Speech and Hearing Sciences at Indiana University-Bloomington. Her research examines the linguistic structure of the phonologies of children with phonological disorders and the psycholinguistic variables that affect language learning in the population. The work is translational in that Gierut’s findings from basic research have direct clinical application in the validation of phonological treatment efficacy. Her research has had 30 years of support from the National Institutes of Health.

Heather Goad is Associate Professor of Linguistics at McGill University. Her research focuses on prosodic structure in development: how syllable complexity and stress are acquired; how prosodic structure impacts the acquisition of functional morphology; and how prosodic constraints shape development in the segmental domain. Goad (p. xi) was formerly an associate editor of Language Acquisition: A Journal of Developmental Linguistics. She is currently on the editorial board for this journal, for Benjamins’ Language Acquisition & Language Disorders series and for Oxford Studies in Phonology.

Sharon Goldwater is Reader in the School of Informatics at the University of Edinburgh. Her research explores the nature of the language acquisition problem and the computational constraints and mechanisms needed to solve it. She has published widely in cognitive science, natural language processing, and machine learning, on topics including word and morpheme segmentation, phonetic and phonological learning, and the integration of multiple cues (e.g. the role of prosody and semantics in syntactic acquisition).

Takuya Goro is Associate Professor in the Department of English at Tsuda College. His research interest lies in first language acquisition, especially on the acquisition of quantification, logical connectives, and scope assignments. Many of his studies adopted a cross-linguistic approach; those studies involve close comparison between child Japanese and child English.

Louise Goyet is Lecturer at the Laboratoire Paragraphe, University Paris 8 Vincennes-Saint-Denis. Her work mainly examines underlying phonological and lexical acquisition: word segmentation process in monolingual French-learning infants and lexical categorization in bilingual infants, although her focus is on recognition of verbally labeled facial expressions (the conceptualization process) in mono- and bilingual children.

John Grinstead is Associate Professor of Hispanic Linguistics at The Ohio State University. His work primarily addresses language development in typically developing Spanish-speaking children as well as in children with specific language impairment. His current projects investigate the development of syntax, semantics, pragmatics, and their interfaces. He has recently published two edited volumes on developmental linguistics, published studies in Journal of Speech, Language and Hearing Research, the journal Language and in Applied Psycholinguistics.

Maria Teresa Guasti is Professor of Psycholinguistics and Linguistics at the University of Milano-Bicocca. Her work is concerned with specific language impairment, dyslexia, and complexity in child language ranging from phonology to semantics. She has worked on Romance and Germanic languages and Chinese. She has published papers on prosody, morphosyntax, relative clauses, questions, binding, scalar implicatures, and is the author of a textbook on language acquisition with MIT Press and co-author of a book on the acquisition of Italian.

Paul Hagstrom is Associate Professor at Boston University. His work focuses on the interactions between the syntax, semantics, and morphology of interrogatives and focus constructions, and he has also published work on the acquisition of morphology in French, Chinese, and Korean, and on existential constructions in second language acquisition. (p. xii)

Jeffrey Heinz is Associate Professor in the Linguistics and Cognitive Science department at the University of Delaware. His research lies at the intersection of theoretical linguistics, theoretical computer science, and computational learning theory. He has published papers in these areas in the journals Science, Phonology, Linguistic Inquiry, Theoretical Computer Science, and Topics in Cognitive Science. He serves on the steering committee for the International Conference of Grammatical Inference.

William Idsardi is Professor and Chair of Linguistics at the University of Maryland. His research focuses on the architecture of phonology and its relation to other components of grammar. In his work he uses a variety of methods including grammatical analysis of phonological patterns, computational modeling, behavioral experiments, and neural measures of speech processing.

Gaja Jarosz is Associate Professor of Linguistics at University of Massachusetts, Amherst. Her work examines phonological acquisition and representation from computational, theoretical, and developmental perspectives. She has published on hidden structure learning in phonology, the subset problem in phonology, phonological opacity, word segmentation, acquisition of syllable structure, the inference of phonological and morphological structure, and the statistical properties of child-directed speech.

Viktor Kharlamov is Assistant Professor of Linguistics at Florida Atlantic University where he directs an experimental linguistics lab. His primary areas of expertise include acoustic and articulatory phonetics, laboratory phonology, and psycholinguistics. He has published papers on syllabification, consonantal deletion, and phonetic voicing. He also works on investigating the role of orthographic knowledge in speech production and perception as well as documenting the phonetic system of Southern Ute, a Native American language.

Susannah Kirby has a Ph.D. in linguistics from the University of North Carolina at Chapel Hill, and has held positions at UNC-CH, the University of British Columbia, and Simon Fraser University. Her research in linguistics focused primarily on the acquisition of raising and control verbs and the syntactic distinctions between those verbs in adult English, and used both nativist/generativist and emergentist/constructionist models. She is currently completing a degree in computer science.

Jeffrey Lidz is Professor of Linguistics at the University of Maryland. His work examines the relation between grammatical theory, on-line understanding mechanisms, and learning. Bringing data to bear from languages as diverse as English, French, Korean, Kannada, and Tsez, he has published papers on quantification, argument structure, morphosyntax, A-bar movement, and reference relations, Lidz is currently editor in chief of Language Acquisition: A Journal of Developmental Linguistics.

Theodoros Marinis is Professor of Multilingualism & Language Development at the University of Reading. His research focuses on cross-linguistic first and second language acquisition and processing in adults, typically developing children, and children (p. xiii) with developmental language disorders with the aim of uncovering the nature of language processing in typical and atypical language development. He is well known for using on-line reaction-time experiments with children. He is a member of the Centre for Literacy & Multilingualism.

Séverine Millotte is Associate Professor at the Laboratoire d’Etude de l’Apprentissage et du Développement, CNRS, University of Burgundy, where she studies lexical and syntactic acquisition in infants as well as language processing in adults. She also trains future school teachers in the Ecole Supérieure du Professorat et de l’Education (ESPE) of Dijon and recently began a new research project examining the role of school timetables and the impact of new digital technologies on learning in school-aged children.

Thierry Nazzi is Research Director at the Laboratorie Psychologie de la Perception, CNRS-University Paris Descartes. His work mainly examines the mechanisms underlying phonological and lexical acquisition and processing, and their interactions, from birth to adulthood. Although his work focuses on French-learning infants, his interest in cross-linguistic variation has led him to compare acquisition across languages, including English, German, Hungarian, Japanese, and Cantonese. Thierry Nazzi is currently associate editor of Language and Speech.

Mitsuhiko Ota is Reader (Associate Professor) in Linguistics at the University of Edinburgh. His main work is in the area of phonological acquisition with particular reference to prosodic structure and to the relationship between phonological and lexical development. His research on these issues relates to both in first and second language acquisition. Ota is currently an associate editor of Language Acquisition: A Journal of Developmental Linguistics.

Anna Papafragou is Associate Professor in the Department of Psychological and Brain Sciences and the Department of Linguistics and Cognitive Science at the University of Delaware, where she directs the Language and Cognition Lab. Her research, funded by NSF and NIH, investigates how children acquire language, how language is used and understood online by both children and adults, and how language interfaces with human perceptual/conceptual systems cross-linguistically.

Joe Pater is Professor of Linguistics at the University of Massachusetts. His work explores phonological theory and acquisition. His current research focuses on the use of weighted constraints for the modeling of phonology and its learning.

Lisa Pearl is Associate Professor of Cognitive Sciences at the University of California at Irvine. She investigates the knowledge that can be inferred from language data, including how children infer linguistic knowledge and how adults infer subtle non-linguistic knowledge. Using computational modeling as her main tool, she has published papers on word order, reference relations, relative clause semantics, syntactic islands, word segmentation, metrical phonology, linguistic parameters, authorship, and tone identification. (p. xiv)

Ana T. Pérez-Leroux is Professor of Spanish and Linguistics, and Director of the Cognitive Science Program at the University of Toronto. Her work examines how children learn the syntax and semantics of the smallest and silent components of sentence grammar. Her work on the acquisition of noun phrases, tense, mood and aspect markers, null subjects, implicit objects, and movement phenomena is based on comparative studies in Spanish, French, English and German, and Japanese.

Tom Roeper is Professor of Linguistics at UMass and has worked on theoretical and empirical approaches to language acquisition and morphology. His work has focused on complex syntax, long-distance rules, quantification, and recursion, which has led to joint projects in eight countries and languages such as Afrikaans, Pirahã, and German dialects. His work extends to a test (DELV) in Communication Disorders, African American English, and a general book (Prism of Grammar, MIT Press, 2007). He was a founding editor of Language Acquisition and is a current co-editor of Studies in Theoretical Psycholinguistics.

William Gregory Sakas is Associate Professor of Computer Science and Linguistics at the City University of New York (CUNY) Graduate Center where he was the founding director of the Computational Linguistics Program. He is currently the chair of the Computer Science Department at Hunter College, CUNY. His research focuses on computational modeling of human language: What are the consequential components of a computational model and how do they correlate with psycholinguistic data and human mental capacities?

Dimitrios Skordos is Lecturer of Psychology with a joint appointment in the Department of Psychology and the Linguistics Program at the College of William and Mary. His main research interests include experimental pragmatics and the development of pragmatic inference in children; the relationship between language and cognition with a focus on spatial language; and the acquisition of syntax and semantics.

William Snyder is Professor of Linguistics at the University of Connecticut. His work examines the time course of acquisition against patterns of grammatical variation to identify the child’s learning procedures and hypothesis space. Research topics include argument structure (datives, resultatives, particles, path phrases), A- and A-bar movement (passives, reflexive-clitic constructions, P-stranding, comparatives), compound words, and syllable structure. A past editor of the journal Language Acquisition: A Journal of Developmental Linguistics, Snyder is author of Child Language: The Parametric Approach.

Koji Sugisaki is Professor of Linguistics at Mie University, Japan. His work investigates the nature of parameters both from cross-linguistic and acquisitional perspectives. Major topics covered in his papers include preposition stranding, covert wh-movement, argument ellipsis, and sluicing.

Kristen Syrett is currently Assistant Professor in the Department of Linguistics and the Center for Cognitive Science at Rutgers, The State University of New Jersey–New (p. xv) Brunswick. In her language acquisition research and psycholinguistic investigations with adults, she addresses key issues in semantics, pragmatics, and the syntax–semantics interface, including word learning, gradability/scales, ambiguity, ellipsis, measurement, comparison, degree expressions, prosody, and at-issueness. Her investigations have included data from languages such as English, French, Spanish, and Mandarin.

Anne-Michelle Tessier is Associate Professor at the University of Alberta (Ph.D. UMass Amherst, 2007). She studies many aspects of child phonology among both L1 and L2 learners, using data from existing corpora, non-word repetition, artificial language experiments, and simulations. Most of her work centers around the development predictions of algorithms for learning constraint-based frameworks. Her forthcoming textbook, Phonological Acquisition: Child Language and Constraint-based Grammar, will be published by Palgrave Macmillan in 2015.

Rosalind Thornton is Associate Professor of Linguistics at Macquarie University, Sydney, Australia. Her work examines children’s acquisition of syntactic and semantic knowledge in typically-developing children and more recently in children with specific language impairment, with a view to understanding which aspects of our linguistic knowledge are innate and which aspects are learned. Rosalind has published papers on wh-movement, quantification, binding theory, structures with ellipsis including VP ellipsis, morphosyntax, control, and negation.

Virginia Valian is Distinguished Professor at Hunter College and the CUNY Graduate Center. She is Director of the Language Acquisition Research Center and Co-director of the Gender Equity Project. Her research has been funded by NSF, NIH, and the Sloan Foundation. Her main interests in language include: logical and empirical arguments for nativism; theories of acquisition; children’s early abstract syntactic knowledge; the role of input; variability in early syntax acquisition; bilingualism and executive function.

Angeliek van Hout is Professor of Linguistics at the University of Groningen. Her work focuses on the acquisition of form–meaning associations, connecting grammatical theory and experimental methods, especially with cross-linguistic designs. Comparing Germanic, Romance, and Slavic languages and beyond, Van Hout has investigated many themes in tense–aspect. Her research on the acquisition of Dutch syntax and semantics furthermore covers topics such as definiteness, quantification, wh-questions, embedding, pronouns, and unaccusatives.

Joshua Viau received his Ph.D. in Linguistics from Northwestern University, and subsequently pursued postdoctoral research at Johns Hopkins University and the University of Delaware. His work probes the intersection of the conceptual domains of possession and location and the extent to which child language collapses across them in encoding recipients and spatial goals in transfer events. Currently, Viau is focused on integrating psycholinguistics into secondary school curricula in South Florida.

Tania S. Zamuner is Associate Professor of Linguistics at the University of Ottawa. Her research focuses on psycholinguistics, developmental speech perception and (p. xvi) production, lexical acquisition, and spoken word recognition. She is the Director of the Centre for Child Language Research/Centre de recherche sur le langage des enfants.

Andrea Zukowski is Assistant Research Scientist in Linguistics at the University of Maryland. Her work in developmental disorders is aimed at understanding the effects and non-effects of cognitive limitations on the development and use of language. She has published papers on the knowledge and use of a variety of syntactic phenomena in both typically developing children and children and adults with Williams syndrome.