Outputs Database
Use our database to find details of the various outputs coming out of the LuCiD Centre, from our research papers to radio interviews, powerpoint presentations to magazine articles. You can filter the database by author, subject category, year and resource type, selecting as many or few options as you would like.
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Showing 37 to 48 of 518
Brandt, S. (2020). Social cognitive and later language acquisition. In Current Perspectives in Child Language Acquisition. How children use their environment to learn. John Benjamins pp. 155-170.
Ambridge, B. (2020). Abstractions made of exemplars or ‘You’re all right, and I’ve changed my mind’: Response to commentators First Language, Vol. 40(5-6) 640–659
Bazhydai, M., Twomey, K. E. & Westermann, G. (2020). Exploration and curiosity. In Benson, J.B. (Ed.), Encyclopedia of Infant and Early Childhood Development (2nd ed.), Vol. 2: Cognition, Perception & Language, pp. 370-378. Academic Press
Bazhydai, M, Westermann, G. & Parise, E. (2020). “I don't know but I know who to ask”: 12‐month‐olds actively seek information from knowledgeable adults. Developmental Science
Capelier-Mourguy, A., Twomey, K. E. & Westermann G. (2020). Neurocomputational Models Capture the Effect of Learned Labels on Infants’ Object and Category Representations. IEEE
Donnellan, E., Bannard, C., McGillion, M., Slocombe, K. & Matthews, D. (2020). Infants’ intentionally communicative vocalizations elicit responses from caregivers and are the best predictors of the transition to language: A longitudinal investigation of infants’ vocalizations, gestures and word production. Developmental Science, 23(1), e12843.
Kelly, C., Morgan, G., Bannard, C. & Matthews, D. (2020). Early pragmatics in deaf or hard-of-hearing infants. Pediatrics, 146(S3), S262-S269
MacDonald R, Brandt S, Theakston A, Lieven E, Serratrice L. (2020). The role of animacy in children’s interpretation of relative clauses in English: Evidence from sentence-picture matching and eye movements. Cognitive Science, 44
Rebuschat, P., Monaghan, P., & Schoentensack, C. (2020). Learning vocabulary and grammar from cross-situational statistics. Cognition, doi.org/10.1016/j.cognition.2020.104475
Alcock, K. J., Meints, K., Rowland, C., Brelsford, V., Christopher, A., & Just, J. (2020). UK-CDI Words and Gestures - Manual and Norms. Emsworth, UK: J & R Press.
Pine, J. M., Freudenthal, D. & Gobet, F. (2020). Understanding the cross-linguistic pattern of verb-marking error in typically developing children and children with Developmental Language Disorder: Why the input matters. In C. F. Rowland, B. Ambridge, A. L. Theakston & K. E. Twomey (Eds.), Current perspectives on child language acquisition: How children use their environment to learn. Amsterdam: John Benjamins.
Fazekas, J., Jessop, A., Pine, J. M. & Rowland, C. F. (2020). Do children learn from their prediction mistakes? A registered report evaluating error-based theories of language acquisition Royal Society Open Science, 7(11), 180877.