Westermann, G. & Twomey, K. E. (2018). Computational models of word learning. In Westermann, G. and Mani, N. (Eds.), Early Word Learning. Routledge. pp. 138–154.

Samanta, S. and Chang, F. (2018). Modelling Human Understanding of Thematic Roles with Motion Heuristics Proceedings of the 17th IEEE International Conference on Machine Learning and Applications. Orlando, USA

Serratrice, L. (2018). Becoming bilingual in early childhood. Cambridge University Press.

Finch, K., Theakston, A., Serratrice, L. (2018). Teaching modern foreign languages in multilingual classrooms: An exmaination of Key Stage 2 teachers’ experiences. Language Learning Journal, DOI: 10.1080/09571736.2018.1448432

Denhovska, N., Serratrice, L., Payne, J. (2018). Frequency and working memory effects in incidental learning of a compplex agreement pattern. Lingua, 207, 49-70.

Miller, D., Bayram, F., Rothman, J., Serratrice, L. (2018). Bilingual cognition and language: the state of the science across its subfields. John Benjamins Publishing Company.

Hervé, C., Serratrice, L. (2018). The development of determiners in the context of French-English bilingualism: A cross-linguistic influence. Journal of Child Language, 45(3), 767-787.

Thomaz, A., Lieven, E., Cakmak, M., Chai, J., Garrod, S., Gray, W., Levinson, S, Paiva, A., (2018). Interaction for Task Instruction and Learning. In: Interactive Task Learning: Agents, Robots, and Humans Acquiring New Tasks through Natural Interactions . K. Gluck, J. Laird (Eds.) Strüngmann Forum Reports, vol. 26, J. R. Lupp, series editor. Cambridge, MA: MIT Press

Chang, K. C., Westermann, G. (2018). Labels in infants’ object categorization: Facilitative, or merely non-disruptive?. Poster presented at the 21st Biennial International Conference on Infant Studies, Philadelphia, USA.

Rowland, C. F. (2018). Listening to children: New perspectives on the brain and on language from studies on language development. Invited talk at Max Planck Society Senate.

Rowland, C. F. (2018). What predicts how quickly children learn words? (1) Invited talk at Leiden University.

Bazhydai, M.., Silverstein, P., Westermann, G., Parise, E. (2018). Pedagogical cues and action complexity affect transmission of information in two-year-old children. (2) Poster presented at the 21st biennial meeting of the International Conference of Infant Studies, Philadelphia, USA.

Sirri, L., Reid, V., Parise, E. (2018). The effect of words and sounds on conceptual representations for preverbal infants. Poster presented at the 21st biennial meeting of the International Conference of Infant Studies, Philadelphia, USA.

Silverstein, P., Westermann, P., Gliga, T., Parise, E. (2018). Probing Communication-Induced Memory Biases in Preverbal Infants: Two Replication Attempts of Yoon, Johnson and Csibra (2008). (1) Poster presented at the 21st biennial meeting of the International Congress of Infant Studies, Philadelphia, USA.

Bidgood, A., McLaughlin, P., Durrant, S., Peter, M., Pine, J., & Rowland, C. (2018). The relationship between oral-motor skills and 2 years, vocabulary production and later articulation skills. Paper presented at the Child Language Symposium, Reading, UK.

Alcock, K. J., Rowland, C., & Meints, K. (2018). The UK-CDI – Inter-dialect differences in English language CDI datasets. Paper presented at the European Network Meeting – Communicative Development Inventories, Dubrovnik, Croatia.

List, C., Ambridge, B., Lieven, E. v. M., & Pine, J. M. (2018). A comparison study on verb-marking errors from German and English children with Developmental Language Disorder and language-matched controls. Paper presented at the Conference on Developmental Language Disorders, Madrid, Spain.

Kliesch, C., Reid, V., Theakston, A., Parise, E. (2018). Ostensive-referential communication modulates action interpretation at 9 months. Poster presented at the 21st biennial meeting of the International Congress of Infant Studies, Philadelphia, USA.

Bidgood, A., & McLaughlin, P. (2018). Preconference workshop on ELAN. Delivered at the 3rd Lancaster Conference on Infant and Child Development, Lancaster, UK.

Westermann, G. (2018). BabyWeek. Presentation at BabyWeek Bradford, Bradford, UK.

Bazhydai, M., Silverstein, P., Westermann, G., Parise, E. (2018). Pedagogical cues and action complexity affect transmission of information in two-year-old children. (1) Budapest CEU Conference on Cognitive Development, Budapest, Hungary.

Cheung, S.,Parise, E., Brandt, S., Westermann, G. (2018). Can bilingualism enhance speech perception? Evidence from a cross-cultural fNIRS brain-imaging study. 3rd Lancaster International Conference on Infant and Child Development, Lancaster, UK.

Silverstein, P., Westermann, G., Gliga, T., Parise, E. (2018). Preverbal infants’ attention allocation to communicative and non-communicative scenes. 3rd Lancaster International Conference on Infant and Child Development Lancaster, UK.

Bazhydai, M., Westermann, G., Parise, E. (2018). Preverbal infants’ social referencing as information-seeking in situations of referential uncertainty. 3rd Lancaster International Conference on Infant and Child Development, Lancaster, UK.

Bazhydai, M., Silverstein, P., Westermann, G., Parise, E. (2018). Preferential transmission of simple actions over pedagogically demonstrated actions in two-year-old children. 3rd Lancaster International Conference on Infant and Child Development, Lancaster, UK.

Bazhydai, M., Silverstein, P., Westermann, G., Parise, E. (2018). Pedagogical cues and action complexity affect transmission of information in two-year-old children. Poster presented at XXIst Biennial International Conference on Infant Studies, Philadelphia, USA.

De Ruiter, L., Theakston, A., Lieven, E., Hilton, M., Brandt, S. (2018). Is before easier than after in German too? Testing the relative influence of iconicity, ambiguity, and language-specific frequencies on the processing of adverbial sentences in German. Boston University Conference on Language Development (BUCLD 43) Boston, MA, USA.

Rowland, C. (2018). How children learn language. Presentation at festABLE

Rowland, C. (2018). We’ll never discover what is external, and what is internal, to language without multi-methodological approaches. Workshop on What is Language?, Zurich University.

Rowland, C. (2018). Lessons learned from trying to build a language acquisition device. (1) Invited talk at Child Language Symposium, Reading, UK.

Rowland, C. (2018). Lessons learned from trying to build a language acquisition device. Invited talk at AMLaP-Asia Hyderabad, India.

Rowland, C. (2018). What predicts how quickly children learn words? Workshop on Language acquisition across cultures and methodological approaches, Aarhus University, Denmark.

Rowland, C. (2018). The principles of scientific enquiry. Linguistics Approaches to Bilingualism, 8(6), 770-775.

Kidd, L., Rowland, C. (2018). The effect of language-focused professional development on the knowledge and behaviour of preschool practitioners. Journal of Early Childhood Literacy. Advance online publication. DOI:10.1177/1468798418803664

Floccia, C., Sambrook, T., Delle Luche, C., Kwok, R., Goslin, J., White, L., Cattani, A., Sullivan, E., Abbot-Smith, K., Krott, A., Mills, D., Rowland, C., Gervain, J., Plunkett, K. (2018). Vocabulary of 2-year-olds learning learning English and an additional language: Norms and effects of linguistic distance. Wiley-Blackwell.

Dunn, K., Donovan, T., Reid, V. (2018). Using postnatal methodologies to index behavioural and physiological response to social stimuli in utero. ICIS Biennial Congress, Philadelphia, USA.

Reid, V., Dunn, K., Young, R., Donovan, T., Reissland, N. (2018). Exploring the utility of light based visual stimuli and experimental paradigms in the third trimester fetus. ICIS Biennial Congress, Philadelphia, USA.

Kaduk, K., Dunn,K., Reid, V. (2018). The trajectory of semantic representation: From encoding to consolidation – and interplay of N400 and alpha desynchronization. ICIS Biennial Congress Philadelphia, USA.

Reid, V., Dunn, K., Young, R. (2018). Response to Scheel et al. Current Biology, 28(10), 596-597.

Peter, M. (2018). Babies: Their wonderful world. Featured in 2 episodes on BBC 2

Peter, M., Bidgood, A., Durrant, S., Pine, J., Rowland, C. (2018). Investigating the relationship between language processing efficiency, vocabulary, and working memory across development. Paper presented at Child Language Symposium, Reading, UK.

Peter, M., Rowland, C. (2018). Aligning developmental and processing accounts of implicit and statistical learning Topics in Cognitive Science DOI: 10.1111/tops.12396

Monaghan, P. (2018). Closing the word gap. Blog Post National Literacy Trust

Trotter, A., Monaghan, P., Frost, R. (2018). Low-level cues affect the acquisition of hierarchical structure. Paper presented at 26th Conference on Arcitechtures and Mechanisms of Language Processing (AMLaP), Berlin, Germany.

Frost, R., Rowland, C., Durrant, S., Peter, M., Bidgood, A., Monaghan, P. (2018). Statistical learning in infants, and its relationship with language development: A study of nonadjacent dependency learning. Paper presented at 26th Conference on Architectures and Mechanisms of Language Processing (AMLaP), Berlin, Germany.

Monaghan, P., Brand, J., Frost, R. (2018). Resistance to variability from the environment in language learning: Cross situational learnng of words from multiple cues. Paper presented at 26th Conference on Architectures and Mechanisms of Language Processing (AMLap), Berlin, Germany.

Isbilin, E., Frost, R., Monaghan, P., Christiansen, M. (2018). Bridging artificial and natural language learning: Comparing processing- and reflection-based measures of learning. Proceedings of 40th Annual Conference of the Cognitive Science Society, 1856-1861. Cognitive Science Society.

Brand, J., Monaghan, P., Walker, P. (2018). Changing signs: Testing how sound-symbolism supports early word learning. In 40th annual Cognitive Science Society Meeting, 1398-1403. Cognitive Science Society.

Engelmann, F., Kolak, J., Vihman, V., Granlund, S., Ambridge, B., Pine, J., Theakston, A., (2018). How the input shapes the acquisition of inflectional morphology: Modelling across three highly inflected languages. 43rd Annual Boston University Conference on Language Development, Boston, MA.

Engelmann, F., Kolak, J., Vihman, V., Granlund, S., Ambridge, B., Pine, J., Theakston, A., Lieven, E. (2018). How the input shapes the acquisition of inflectional morphology: Computational modelling across three highly inflected languages. In Proceedings of the 24th AMLaP conference, Architectures and Mechanisms of Language Processing, Berlin, Germany.

Engelmann, F., Kolak, J., Vihman, V., Granlund, S., Ambridge, B., Pine, J., Theakston, A., Lieven, E. (2018). How the input shapes the acquisition of verb and noun morphology: neural network modelling across three highly inflected languages. Paper presented at Learning Language in Humans and in Machines (L2HM) Workshop Ecole Normale Supérieure, Paris, France.

De Ruiter, L., Narasimhan, B., Chen, J., Lack, J. (2018). Children’s use of prosody and word order to indicate information status in English noun phrase conjuncts. Proceedings of the Linguistic Society of America 40(3), 1-9.

Brandt, S. (2018). Putting complex sentences into context: Interactions between children’s understanding of false belief and their comprehension and production of complement clauses. Presented at Language in Mind and Brain, Munich.

Brandt, S. (2018). Theory of Mind and complex sentences. Department of Linguistics and Phonetics, University of Leeds, UK.

Ambridge, B. (2018). Language acquisition in children. Serious Science

Ambridge, B. (2018). Two theories of language acquisition. Serious Science

Ambridge, B., Barak, L., Wonnacott, E., Bannard, C., Sala, G. (2018). Effects of both preemption and entrenchment in the retreat from verb overgeneralization errors: Four reanalyses, an extended replication, and a meta-analytic synthesis. Collabra: Psychology, 4(1), 23.

Sassenhagen, J., Blything, R., Lieven, E., Ambridge, B. (2018). Frequency sensitivity of neural responses to English verb argument structure violations. Collabra: Psychology, 4(1), 38.

Rämä, P., Sirri, L., & Goyet, L. (2018). Event-related potentials associated with cognitive mechanisms underlying lexical-semantic processing in monolingual and bilingual 18-month-old children. Journal of Neurolinguistics, 47, 123-130

Aryawibawa, N., Ambridge, B. (2018). Is syntax semantically constrained? Evidence from a grammaticality judgement study of Indonesian. Cognitive Science, 42(8), 3135-3148.

Kołak, J., Granlund, S., Vihman, V., Engelmann, F., Ambridge, B., Pine, J., Theakston, A. & Lieven, E. (2018). Acquisition of noun inflection in three languages: The role of input frequency and linguistic complexity. Poster presented at the Budapest CEU Conference on Cognitive Development, Budapest, Hungary.

Hardie, A., & Brandt, S. (2018). First Language Acquisition. In J. Culpeper, P. Kerswill, R. Wodak, A. McEnery, & F. Katamba (Eds.), English Language: Description, Variation and Context. (2nd ed.). Palgrave Macmillan.

Brand, J., Monaghan, P. and Walker, P. (2018). The Changing Role of Sound‐Symbolism for Small Versus Large Vocabularies. Cogn Sci, 42: 578-590.

Trecca, F., McCauley, S. M., Rils Andersen, S., Bleses, D., Basbøll, H., Højen , A., Madsen, T. O., Bjønness Ribu, I. S. & Christiansen, M. H. (2018). Segmentation of Highly Vocalic Speech Via Statistical Learning: Initial Results From Danish, Norwegian, and English. Language Learning, 69(1)pp 143-176

Jessop, A. & Chang F. (2018). Difficulties tracking role-referent switches can help to explain the subject/object relative clause asymmetry. Talk presented at the Architecture and Mechanisms of Language Processing Conference. Berlin, Germany

Gobet, F. (2018). A Chunk is a Chunk is a Chunk. Talk at meeting La fête du chunk. Université de Nice Sophia Antipolis, Nice, France.

Gobet, F. (2018). Portée et limites du modèle CHREST. Rencontre interdisciplinaire: Chunking implicite et explicite. Marseille: Institut d’Etudes Avancées d’Aix-Marseille Université.

Freudenthal, D., Pine, J. M., & Gobet, F. (2018). A computational model of the acquisition of German case. In T. T. Rogers, M. Rau, X. Zhu, & C. W. Kalish (Eds.), Proceedings of the 40th Annual Conference of the Cognitive Science Society (pp. 1687-1692). Austin, TX: Cognitive Science Society.

Boundy, L., Cameron-Faulkner, T. and Theakston, A. (2018). Intention or Attention Before Pointing: Do Infants’ Early Holdout Gestures Reflect Evidence of a Declarative Motive? Infancy. DOI: 10.1111/infa.12267

Bidgood, A., Kirk, E., Durrant, S., Peter, M., Pine, J. & 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.

MacDonald, R., Brandt, S., Theakston, A., Lieven, E. & Serratrice, L. (2018). Animacy and children’s processing of subject and object relative clauses. Poster presented at the Child Language Symposium, Reading, UK

Brandt, S., Hargreaves, S. & Theakston, A. (2018). How does knowledge of true and false beliefs influence choice of sentence structure? Poster presented at the Child Language Symposium, Reading, UK

de Ruiter, L., Lieven, E., Brandt, S., Hargreaves, S., & Theakston, A. (2018). Improving 5-year-olds’ comprehension of adverbial sentences: a classroom based training study. Poster presented at the Child Language Symposium, Reading, UK

Brandt, S., Hargreaves, S. & Theakston, A. (2018). Putting complement clauses and false belief into context. Poster presented at the X. Dubrovnik Conference on Cognitive Science (DuCog 2018)

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.

Ke, H., Malem, B., Westermann, G. & Twomey, K. E. (2018). New evidence for systematicity in infants’ curiosity-driven learning. (1) Poster presented at the 2018 Budapest CEU Conference on Cognitive Development, Central European University, Budapest, Hungary.

Ke. H., Westermann, G., & Twomey, K. E. (2018). Infants generate structured learning environments during curiosity-driven category exploration. Poster to be presented at Expanding the Field 2018: Multidisciplinary Developmental Dynamics Workshop, University of East Anglia, Norwich, UK

Ke, H., Westermann, G., & Twomey, K. E. (2018). New evidence for systematicity in infants’ curiosity-driven learning. In Eiterjoerge, S. (chair) Using Innovative Methods to Understand Infants’ Curiosity-Driven Learning. Symposium presented at the XXI ICIS International Conference on Infant Studies, Philadelphia, PA, USA.

Twomey, K. E. & Cangelosi A (2018). Modeling Cognitive Mechanisms in an Embodied System Paper presented at the European Society for Cognitive and Affective Neuroscience, Leiden, The Netherlands

Tatsumi, T., Ambridge, B. & Pine, J. M. (2018). Testing an input-based account of children’s errors with inflectional morphology: An elicited production study of Japanese. Journal of Child Language, 45(5), 1144-1173.

Reid, V.M., Lunn, J., & Kaduk, K. (in press) (2018). Links between action perception and action production in 10-week-old infants. Neuropsychologia

Taylor, G., Monaghan, P., & Westermann, G. (2018). Investigating the association between children’s screen media exposure and vocabulary size in the UK. Journal of Children and Media., 12, 51-65.

Janciauskas, M. & Chang, F. (2018). Input and age-dependent variation in second language learning: A connectionist account. Cognitive Science,42(2), 519-554.

Savičiūtė, E., Ambridge, B. & Pine, J. M. (2018). The roles of word-form frequency and phonological neighbourhood density in the acquisition of Lithuanian noun morphology: An elicitation study of familiar and novel Lithuanian nouns. Journal of Child Language, 45(3), 641-672.

Tatsumi, T., Ambridge, B. & Pine, J. M. (2018). Disentangling effects of input frequency and morphophonological complexity on children’s acquisition of verb inflection: An elicited production study of Japanese. Cognitive Science 42, 555-577

Chan, A., Yang, W., Chang, F., & Kidd, E. (2018). Four-year-old Cantonese-speaking children’s online processing of relative clauses: A permutation analysis. Journal of Child Language, 45(1), 174-203.

 

Related