
Outputs 2024
Zhao, C., Serratrice, L., Lieven, E., Steele, C., Malik, N., An, Y., Hayden, E., Neumegen, J., & Cameron-Faulkner, T. (2024). Communicative function in child directed speech: A cross-cultural analysis First Language, 44(4) , 395-421
Jones, S. D., Stewart, H. J., & Westermann, G. (2024). A maturational frequency discrimination deficit may explain developmental language disorder. Psychological Review, 131(3), 695–715.
Jones, S. D., Jones, M. W., Koldewyn, K., & Westermann, G. (2024). Rational inattention: A new theory of neurodivergent information seeking. Developmental science, pp. e13492
Eugenio Tovar, Á. and Westermann, G. (2024). Associative Learning, from Conceptualization to Implementation L’Année psychologique, Vol. 124(2), 253-261.
Taylor, G., Westermann, G., & Monaghan, P. (2024). Can 3-year-old children learn verbs using an educational touchscreen app? Front. Dev. Psychol. 2:1429845.
Cheung, R. W., Hartley, C., & Monaghan, P. (2024). Better early than late: the temporal dynamics of pointing cues during cross-situational word learning Language and Cognition, 16(4), 1960–1986.
Soderstrom, M., Rocha-Hidalgo, J., Muñoz, L. E., Bochynska, A., Werker, J. F., Skarabela, B., … Tsui, A. S. M. (2024). Testing the relationship between preferences for infant-directed speech and vocabulary development: A multi-lab study Journal of Child Language , First View , pp. 1 – 26
Ambridge, B., & Blything, L. (2024). Large language models are better than theoretical linguists at theoretical linguistics Theoretical Linguistics, vol. 50, no. 1-2, 2024, pp. 33-48.
Hilton, M., Twomey, K. & Westermann, G. (2024). Caregivers as experimenters: Reducing unfamiliarity helps shy children learn words Infancy : the Official Journal of the International Society on Infant Studies, 29(6):877-893
Boeg Thomsen, D., Kandemirci, B., Theakston, A. L & Brandt S. (2024). Do Complement Clauses With First- or Third-Person Perspective Support False-Belief Reasoning? A Training Study With English-Speaking 3-Year-Olds Developmental Psychology
Ferry, A. L., Corcoran, M. G., Williams, E., Curtis, S. M., Gale, C. J., & Twomey, K. E. (2024). Bigger versus smaller: Children’s understanding of size comparison words becomes more precise with age Child Development
Lemen, H. C. P., Lieven, E. V. M., & Theakston, A. L. (2024). The influence of pragmatic function on children’s comprehension of complex because- and if-sentences Frontiers in Language Sciences
Monaghan, P., Jago, L.S., Speyer, L., Turnbull, H., Alcock, K.J., Rowland, C.F., & Cain, K. (2024). Statistical learning ability at 17 months relates to early reading skills via oral language Journal of Experimental Child Psychology
Lester, N., Twomey, K. E., & Theakston, A. (2024). What difficulties do children learning English in addition to another language experience with English oral language? A systematic review The Language Learning Journal
Fazekas, J., Sala, G. & Pine, J. M. (2024). Prime surprisal as a tool for assessing error-based learning theories: A systematic review. Languages, 9, 147.
Sawyer, H., Bannard, C. & Pine, J. M. (2024). Gradually increasing context sensitivity shapes the development of children’s verb marking: A corpus study. Developmental Science.
Freudenthal, D., Gobet, F. & Pine, J. M. (2024). MOSAIC+: a cross-linguistic model of verb-marking error in typically developing children and children with Developmental Language Disorder. Language Learning, 74(1), 111-145.
Dunn, K., Frost, R., & Monaghan, P. (2024). Infants’ attention during cross-situational word learning: Environmental variability promotes novelty preference. Journal of experimental child psychology, pp. 105859
Sawyer, H., Bannard, C. & Pine, J. M. (2024). Toddlers’ verb-marking errors are predicted by the relative frequency of uninflected sequences in well-formed child-directed speech: A pre-registered corpus analysis. Language Learning.
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