A bit about Anna Theakston
I received my undergraduate degree in Psychology from the University of Nottingham, before moving to the University of Manchester to work on two ESRC-funded projects investigating early language development in children between the ages of 2-3 years. I was awarded my Ph.D. based on this work in 1999. I then spent a short period coordinating the then newly established Manchester-based Max Planck Child Study Centre, funded by the Max Planck Institute for Evolutionary Anthropology, Leipzig. In 2000 I was appointed to a Lectureship at the University of Manchester where I am currently a Professor. Full details of my research interests, publications etc. can be found on my University profile page or you can read about one of my projects, on the acquisition of the English past tense on LuCiD's affiliated projects page. As well as conducting research into children’s language acquisition, I have teaching responsibilities for undergraduate Developmental Psychology and administrative responsibilities for postgraduate research students as Psychology pathway lead within the North West Doctoral Training College.
My role in LuCiD
I am Co-Director of the ESRC International Centre for Language and Communicative Development (LuCiD). I lead the Communication Theme within the Centre, focussed on discovering how children learn to use language structure to communicate effectively. In addition, I lead two separate projects; The role of visual preferences in later language learning (Environment theme), and The acquisition of tag questions (Communication theme), and collaborate on many others.
LuCiD publications (13) by Anna Theakston
Theakston, A. and Lieven, E. (2017). Multiunit Sequences in First Language Acquisition. Topics in Cognitive Science. doi:10.1111/tops.12268
Theakston, A. L. (2017). Entrenchment in first language learning. In Schmid, Hans-Jörg (Ed). Entrenchment and the psychology of language learning: How we reorganize and adapt linguistic knowledge., (pp. 315-341). Washington, DC, US: American Psychological Association; Boston, MA, US: De Gruyter Mouton, viii, 475 pp.
Kirjavainen, M., Lieven, E. V. M. and Theakston, A. L. (2016). Can Infinitival to Omissions and Provisions Be Primed? An Experimental Investigation Into the Role of Constructional Competition in Infinitival to Omission Errors Cognitive Science. doi:10.1111/cogs.12407
Engelmann, F., Szreder, M., Kolak, J., Granlund, S., Ambridge, B., Pine, J., Theakston, A., & Lieven, E. (2016). Modelling the acquisition of Polish verb inflection. Paper presented at the the 2nd LuCiD Language and Communicative Development Conference, Manchester, UK.
Theakston, A. (2016). The LuCiD Research Centre: Language and Communicative Development in the Early Years. Talk presented at North West SEND and Council for Disabled Children event. Manchester, UK.
Lieven, E. and Theakston, A. (2016). What’s difficult about having conversations and telling stories? Talk presented at Stockport Early Years Improvement Team Annual Conference, Stockport, UK.
Cameron-Faulkner, T., Theakston, A., Lieven, E., Tomasello, M. (2015). The Relationship Between Infant Holdout and Gives, and Pointing Infancy, 20, 5, 576-586
Theakston, & Koymen, B. (2015). Getting ready for school. Talk given 8 November, Manchester Museum.
Theakston, A. (2015). A Formal Occasion. Nursery World Magazine, 24 August, 26-29.
Boundy, L., Cameron-Faulkner, T. & Theakston, A. (2015). Exploring early proto-declarative behaviours: A fine-grained analysis of infant's early shows and gives. Poster presented at Gesture in Language Development Workshop, Warwick, 2015.
Noble, C., Lieven, E., Iqbal, F. & Theakston, A (2015). Converging and competing cues in the acquisition of syntactic structures: the conjoined agent intransitive. Journal of Child Language. doi: 10.1017/S0305000915000288
Theakston, A., Ibbotson, P., Freudenthal, D., Lieven, E. and Tomasello, M. (2015). Productivity of Noun Slots in Verb Frames. Cognitive Science, 39 (6), 1369-1395.
Ambridge, B., Kidd, E., Rowland, C. and Theakston, A. (2015). The ubiquity of frequency effects in first language acquisition. Journal of Child Language, 42, (2), 239-273.