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Development of large-scale grammars for natural languages is a complicated endeavor: Grammars are developed collaboratively by teams of linguists, computational linguists, and computer scientists, in...
Traditionally, acquisition of syntactic knowledge and the development of sentence comprehension behaviors have been treated as separate disciplines. This article reviews a growing body of work on th...
We investigate the phonological development of initial consonants and consonant clusters in a pair of fraternal female twins acquiring American English. At age 4 years, 1 month, twin A had achieved a ...
Over the first year of life, infants gain conceptual skills which allow them to construe semantically related items as similar, even when they have few if any directly-perceived attributes in common. ...
D-PATR:A Development Environment for Unification-Based Grammars.
Pitch is often described metaphorically: for example, Farsi and Turkish speakers use a ‘thickness’ metaphor (low sounds are ‘thick’ and high sounds are ‘thin’), while German and English speakers use a...
Joint attention has long been accepted as constituting a privileged circumstance in which word learning prospers. Consequently research has investigated the role that maternal responsiveness to infant...
The ability to extract word forms from continuous speech is a prerequisite for constructing a vocabulary and emerges in the first year of life. Electrophysiological (ERP) studies of speech segmentatio...
Recent theoretical models have demonstrated that phenotypic traits can support the non-random assortment of cooperators in a population, thereby permitting the evolution of cooperation. In these “tagb...
Infants’ ability to recognize words in continuous speech is vital for building a vocabulary. We here examined the amount and type of exposure needed for 10-month-olds to recognize words. Infants first...
Infants’ ability to recognize words in continuous speech is vital for building a vocabulary. Event-Related Potentials (ERPs) reveal a clear recognition response for familiarized words, relative to unf...
The way adults express manner and path components of a motion event varies across typologically different languages both in speech and cospeech gestures, showing that language specificity in event enc...
Discourse markers (DMs) are linguistic elements that index different relations and coherence between units of talk (Schiffrin, Deborah, 1987. Discourse Markers. Cambridge University Press, Cambridge)....
Three-place predicates are an important locus for examining how children acquire argument structure and how this process is influenced by the typology of the language they are learning as well as by c...

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