Bannard, C., Rosner, M. & Matthews, D. (2017). What’s worth talking about? Information theory reveals how children balance informativeness and ease of production. Psychological Science, 28(7), 954-966.

Jackson, I. R., Parise, E., Reid, V., & Theakston, A. (2017). How is infants’ attention distributed between agent and patient in causal events? Third biennial Workshop on Infant Language Development (WILD), Bilbao, Spain.

Twomey, K., Ma, S., Westermann, G. (2017). Extraneous visual noise facilitates word learning. Proceedings of the 39th Annual Conference of the Cognitive Science Society.

Martin, J., Bannard, C. & Pine, J. (2017). A training study to establish the cause of children’s ‘defaulting errors’ in Spanish. Paper presented at the 14th Congress of the International Association for the Study of Child Language (IASCL), Lyon, France.

Denhovska, N., Serratrice, L. (2017). Incidental learning of gender agreement in L2. Journal of Psycholinguistic Research, 46(5), 1187-1211.

Ambridge, B. (2017). Are you smarter than a chimpanzee? Profile Books Ltd.

Ambridge, B. (2017). The retreat from overgeneralisation in child language acquisition. Language and Cognition Seminar, UCL, London, UK.

Brandt, S. (2017). Webchat with parents interested in language development. Q&A for the Parenting Science Gang blog.

Chang, Y., Monaghan, P., & Welbourne, S. (2017). Effects of normal aging on early experience in a developmental model of reading. Paper presented at Architectures and Mechanisms of Language Processing (AMLaP), Lancaster, UK.

Brand, J., Monaghan, P., & Planck, M. (2017). Cognitive factors influence rate and type of linguistic change in vocabulary. Paper presented at Architectures and Mechanisms of Language Processing (AMLaP), Lancaster, UK.

Boeg Thomsen, D. (2017). Irony understanding in young schoolchildren with autism or typical development. Paper presented at the Acquiring Figurative Meanings conference, Oslo University, Norway.

Boeg Thomsen, D. & M. D. S. Volhardt. (2017). Walking and wording the mountains in Yǜhü. Paper presented at Spatial Boundaries and Transitions in Language and Interaction: Perspectives from Linguistics and Geography,Monte Verità, Ascona, Switzerland.

Boeg Thomsen, D. (2017). Syntactic mediation of social cognition: Complement clauses and perspective taking in children with autism. Paper presented at the Sixth International Conference of the Scandinavian Association for Language and Cognition (SALC 6), Lund University, Sweden.

De Ruiter, L., Theakston, A., Brandt, S., Lieven, E. (2017). The role of input frequency and semantics in English – speaking 3-5 year olds’ comprehension of clause order in complex sentences. International Cognitive Linguistics Conference (ICLC14) Tartu, Estonia.

Macdonald, R. G., Serratrice, L., Brandt, S., Lieven, E, & Theakston, A. (2017). The influence of animacy on children’s online processing of restrictive relative clauses. Paper presented at the 3rd Annual LuCiD Language and Communication Development Conference, Lancaster, UK.

Brandt, S. (2017). Developing understanding of different perspectives in language and false-belief tasks: evidence from German, English, and Mandarin. Paper presented at the Bristol Centre for Linguistics, University of the West of England, Bristol, UK.

Durrant, S., Delle Luche, C., Chow, J., Plunkett, K., & Floccia, C. (2017). A tale of two cities – rhoticity. Paper presented at the Society for Research in Child Development. Texas, USA.

Durrant, S., Delle Luche, C., Ratnage, P., & Floccia, C. (2017). Dialectal variation in disambiguation. Paper presented at the 14th International Congress for the Study of Child Language, Lyon, France.

Frost, R. L. A. (2017). The role of highly frequent marker words in infants’ and adults’ language learning: A review. Paper presented at the 3rd LuCiD Annual Mini Conference, Lancaster, UK

Rämä, P., & Sirri, L. (2017). Do similar or distinct neural mechanisms underlie lexical-semantic processing in both languages of the bilingual children? Paper Symposium presented at Biennial Society of Research in Child Development, Austin, Texas, USA.

Chan, J., Monaghan, P., Michel, M. (2017). How do preschool staff communicate with children with English as an additional language? Poster presented Child Language Symposium, Reading, UK.

Köymen, B., Lieven, E. (2017). Preschoolers’ use of questions in their joint decisions with peers. In Social Environment and Congnition in Language Development: Studies in honour of Ayhan Aksu-Koç (Ed. F. Nihan Ketrez, A. Küntay, Ş. Özçalışkan & A. Özyürek), Trends in language acquisition research, 85-98.

Lieven, E. (2017). Is language development dependent on early communicative development? In Dependencies in language: On the causal ontology of linguistic systems. (Ed. N. Enfield), Language Science Press, Berlin, 85-96.

Noble, C., Cameron-Faulkner, T., Lieven, E. (2017). Keeping it simple: The grammatical properties of hsared book reading. Journal of Child Language, 45(3), 753-766.

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