Use our database to find details of the various outputs coming out of the LuCiD Centre, from our research papers to radio interviews, powerpoint presentations to magazine articles. You can filter the database by author, subject category, year and resource type, selecting as many or few options as you would like.
Showing 61 to 72 of 467
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.
Serratrice, L. (2018). Becoming bilingual in early childhood. Cambridge University Press.
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.
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.
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.
Rowland, C. (2018). What predicts how quickly children learn words? Workshop on Language acquisition across cultures and methodological approaches, Aarhus University, Denmark.
Rowland, C. F. (2018). What predicts how quickly children learn words? (1) Invited talk at Leiden University.
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