Caroline Rowland


A bit about Caroline Rowland

I am a Professor of Developmental Psychology in the Department of Psychological Sciences. My research focuses on how children acquire language, with a particular interest in grammar and in assessing how the child’s environment promotes and shapes language growth. I am series editor of the Trends in Language Acquisition (TiLAR) book series, and Associate Editor of the Journal of Child Language.

My Role in LuCiD

I am a Co-Director of LuCiD. I lead the Language 0-5 project, the largest-scale study of children's language development in the UK. 

LuCiD publications (13) by Caroline Rowland

Abbot-Smith, K., Chang, F., Rowland, C., Ferguson, H. & Pine, J. (2017). Do two and three year old children use an incremental first-NP-as-agent bias to process active transitive and passive sentences?: A permutation analysis. PLoS ONE 12 (10): e0186129

Muhinyi, A., Hesketh, A., Rowland, C. and Stewart, A. (2017). Effects of story complexity on mothers' abstract language use during shared reading. Poster presented at the 14th International Congress for the Study of Child Language, Lyon: France.

Monaghan, P. and Rowland, C. F. (2016). Combining Language Corpora With Experimental and Computational Approaches for Language Acquisition Research. Language Learning. doi:10.1111/lang.12221

Frost, R. L. A., Peter, M., Durrant, S., Bidgood, A., Rowland, C., Monaghan, P. & Christiansen, M. H. (2016). How do infants use nonadjacent dependencies during language acquisition? Poster to be presented at the Fifth Implicit Learning Seminar. Lancaster, UK.

Frost, R. L. A., Peter, M., Durrant, S., Bidgood, A., Rowland, C., Monaghan, P. & Christiansen, M. H. (2016). How do infants use nonadjacent dependencies during language development? Poster presented at the XX Biennial International Conference on Infant Studies, New Orleans, LA, USA.

Ambridge, B., Bidgood, A., Pine, J. M., Rowland, C. F. & Freudenthal, D. (2016). Is passive syntax semantically constrained? Evidence from adult grammaticality judgment and comprehension studies. Cognitive Science, 40(6): 1435-59.

Rowland, C. (2015). Nativism in language acquisition research: Conflict and consensus with constructivism. Paper presented at Perspectives on nativism, Edinburgh, UK.

Rowland, C. & Peter, M. (2015). Up to speed? Nursery World Magazine, 15 June, 18-20.

Brewin, K. & Rowland, C. F. (2015). Testing the validity and usability of a new language monitoring and assessment tool: The BabyTalk app. Poster presented at the British Psychological Society Annual Conference, Liverpool, UK

Ambridge, B., Bidgood, A., Twomey, K. E., Pine, J. M., Rowland, C. F. & Freudenthal, D. (2015). Preemption versus Entrenchment: Towards a construction-general solution to the problem of the retreat from verb argument structure overgeneralization. PLoS ONE, 10 (4): e0123723.

Ambridge, B., Kidd, E., Rowland, C. and Theakston, A. (2015). The ubiquity of frequency effects in first language acquisition. Journal of Child Language, 42, (2), 239-273.

Peter, M., Chang, F., Pine, J., Blything, R. and Rowland, C. (2015). When and how do children develop knowledge of verb argument structure? Evidence from verb bias effects in a structural priming task. Journal of Memory and Language, 81, 1-15

Christopher, A. E., Just, J., Meints, K., Rowland, C., & Alcock, K. J. ( (2013). Adaptation and validation of the MacArthur-Bates CDI Gesture Scale for the UK. Paper presented at British Psychological Society, Developmental and Social Sections Conference, Reading, United Kingdom.

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