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 533
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.
Donnellan, E., Bannard, C., McGillion, M., Slocombe, K. & Matthews, D. (2020). Infants’ intentionally communicative vocalizations elicit responses from caregivers and are the best predictors of the transition to language: A longitudinal investigation of infants’ vocalizations, gestures and word production. Developmental Science, 23(1), e12843.
Kelly, C., Morgan, G., Bannard, C. & Matthews, D. (2020). Early pragmatics in deaf or hard-of-hearing infants. Pediatrics, 146(S3), S262-S269
MacDonald R, Brandt S, Theakston A, Lieven E, Serratrice L. (2020). The role of animacy in children’s interpretation of relative clauses in English: Evidence from sentence-picture matching and eye movements. Cognitive Science, 44
Rebuschat, P., Monaghan, P., & Schoentensack, C. (2020). Learning vocabulary and grammar from cross-situational statistics. Cognition, doi.org/10.1016/j.cognition.2020.104475
Alcock, K. J., Meints, K., Rowland, C., Brelsford, V., Christopher, A., & Just, J. (2020). UK-CDI Words and Gestures - Manual and Norms. Emsworth, UK: J & R Press.
Pine, J. M., Freudenthal, D. & Gobet, F. (2020). Understanding the cross-linguistic pattern of verb-marking error in typically developing children and children with Developmental Language Disorder: Why the input matters. In C. F. Rowland, B. Ambridge, A. L. Theakston & K. E. Twomey (Eds.), Current perspectives on child language acquisition: How children use their environment to learn. Amsterdam: John Benjamins.
Fazekas, J., Jessop, A., Pine, J. M. & Rowland, C. F. (2020). Do children learn from their prediction mistakes? A registered report evaluating error-based theories of language acquisition Royal Society Open Science, 7(11), 180877.
Durrant, S., Jessop, A., Chang, F., Bidgood, A., Peter, M. S., Pine, J. M. & Rowland, C. F. (2021). Does the understanding of complex dynamic events at 10 months predict vocabulary development? Language and Cognition 13, 66–98.
Bidgood, A., Pine, J. M., Rowland, C. F. & Ambridge, B. (2020). Syntactic Representations Are Both Abstract and Semantically Constrained: Evidence From Children’s and Adults’ Comprehension and Production/Priming of the English Passive Cognitive Science, 44(9), e12892.
Cameron-Faulkner, T., Malik, N., Steele, C., Coretta, S., Serratrice, L. & Lieven, E. V. M. (in press) (2020). A cross cultural analysis of early prelinguistic gesture development and its relationship to language development. Child Development.
McCauley, S.M., Bannard, C., Theakston, A., Davis, M., Cameron-Faulkner, T., & Ambridge, B. (2019). Multiword units predict non-inversion errors in children’s wh-questions: “What corpus data can tell us? In A. Goel, C. Seifert, & C. Freksa (Eds.) Proceedings of the 41st Annual Conference of the Cognitive Science Society. Austin, TX: Cognitive Science Society.