A bit about Amy Bidgood
I completed my BA in Languages and Linguistics at the University of York, followed by a PGCE in ESOL teaching at the University of Wolverhampton. Whilst continuing to teach, I completed an MA in Applied Linguistics at the University of Birmingham. I began working as a Research Assistant in my old department in York, investigating children’s phonological development, before moving to Liverpool to work on Ben Ambridge’s project looking at children’s overgeneralisation errors. I am working on my PhD part-time.
My Role in LuCiD
I am a Research Associate on the Language 0-5 Project. My role involves collecting experimental and naturalistic data from families in the study. One of my interests is the role of early language production (including babble) on children’s later vocabulary development – Do children who babble more early on say more words earlier than their peers? How do the sounds children babble with relate to the sounds in the words they say first? I am also interested in the role that gestures play in children’s early language development, particularly whether children who point more also learn words more quickly (and, if so, why that might be the case). This work links with Thea Cameron-Faulkner’s cross-cultural study on prelinguistic development. Finally, I am developing a project to investigate the importance of children’s symbolic play on their language development, with Evan Kidd. I have received a LuCiD Travel Award to visit Evan in his lab in Canberra in 2016 to work on this project further.
LuCiD publications (7) by Amy Bidgood
Bidgood, A., Kirk, E., Durrant, S., Peter, M., Pine, J. and Rowland, C. (2018). Baby sign, mind-mindedness and language development. (1) Poster presented at The 3rd Lancaster Conference on Infant and Early Child Development (LCICD), Lancaster, UK.
Bidgood, A., Kirk, E., Durrant, S., Peter, M., Pine, J. & Rowland, C. (2018). Baby sign, mind-mindedness and language development. Poster presented at the 8th International Society for Gesture Studies Conference, Cape Town, South Africa
Frost, R. L. A., Peter, M., Durrant, S., Bidgood, A., Rowland, C., Monaghan, P. & Christiansen, M. H. (2016). How do infants use nonadjacent dependencies during language acquisition? Poster to be presented at the Fifth Implicit Learning Seminar. Lancaster, UK.
Frost, R. L. A., Peter, M., Durrant, S., Bidgood, A., Rowland, C., Monaghan, P. & Christiansen, M. H. (2016). How do infants use nonadjacent dependencies during language development? Poster presented at the XX Biennial International Conference on Infant Studies, New Orleans, LA, USA.
Bidgood, A. (2016). Learning about Language Acquisition: How the Language 0-5 Project is helping us find out what's really going on. eMagazine, 72. 45-47.
Ambridge, B., Bidgood, A., Pine, J. M., Rowland, C. F. & Freudenthal, D. (2016). Is passive syntax semantically constrained? Evidence from adult grammaticality judgment and comprehension studies. Cognitive Science, 40(6): 1435-59.
Ambridge, B., Bidgood, A., Twomey, K. E., Pine, J. M., Rowland, C. F. & Freudenthal, D. (2015). Preemption versus Entrenchment: Towards a construction-general solution to the problem of the retreat from verb argument structure overgeneralization. PLoS ONE, 10 (4): e0123723.