Julian2

Julian Pine

Professor

A bit about Julian Pine

I am a Professor in the Department of Psychological Sciences at the University of Liverpool. My research focuses on how children learn grammar and morphology in different languages, and on using computer models to understand how differences in the pattern of errors shown by children learning different languages are related to the characteristics of the language that they are learning. 

My Role in LuCiD

I am the Deputy Director of LuCiD and oversee research under the Knowledge Theme. I lead on a project looking at distributional learning and the development of word class categories in English, German and Dutch and will also supervise a LuCiD PhD student from September 2016. 

LuCiD publications (18) by Julian Pine

Savičiūtė, E., Ambridge, B & Pine, J. M. (in press). (2017). The roles of word-form frequency and phonological neighbourhood density in the acquisition of Lithuanian noun morphology. Journal of Child Language.

Tatsumi, T., Ambridge, B. & Pine, J. M. (in press). (2017). Disentangling effects of input frequency and morphophonological complexity on children's acquisition of verb inflection: An elicited production study of Japanese. Cognitive Science.

McGillion, M., Pine, J., Herbert, J., & Matthews, D. (2017). A Randomised Controlled Trial to Test the Effect of Promoting Caregiver Contingent Talk on Language Development in Infants from Diverse SES Backgrounds. The Journal of Child Psychology and Psychiatry, 58(10), 1122-1131.

McGillion, M., Herbert, J. S., Pine, J. M., Vihman, M. DePaolis, R., Keren-Portnoy T. & Matthews, D. (2017). What paves the way to conventional language? The predictive value of babble, pointing and SES. Child Development. 88(1), 156-166.

Engelmann, F., Szreder, M., Kolak, J., Granlund, S., Ambridge, B., Pine, J., Theakston, A., & Lieven, E. (2016). Modelling the acquisition of Polish verb inflection. Paper presented at the the 2nd LuCiD Language and Communicative Development Conference, Manchester, UK.

Freudenthal, D., Pine, J. M. & Gobet, F. (2016). Incorporating defaulting effects into MOSAIC: Building a two-factor model of the Optional Infinitive stage. Paper presented at the the 2nd LuCiD Language and Communicative Development Conference, Manchester, UK.

Freudenthal, D., Pine, J. M., Jones, G. & Gobet, F. (2016). Developmentally plausible learning of word categories from distributional statistics. In A. Papafragou, D. Grodner, D. Mirman, & J. C. Trueswell, (Eds.), Proceedings of the 38th Annual Conference of the Cognitive Science Society (pp. 674-679). Austin, TX: Cognitive Science Society.

Räsänen, S. H. M., Ambridge, B. & Pine, J. M. (2016). Comparing generativist and constructivist accounts of the acquisition of inflectional morphology: An elicited production study of Finnish. Cognitive Science, 40, 1704-1738

Freudenthal, D., Pine, J. M., Jones, G. & Gobet, F. (2016). Simulating Developmental Changes in Noun Richness through Performance-limited Distributional Analysis. In A. Papafragou, D. Grodner, D. Mirman, & J. C. Trueswell, (Eds.), Proceedings of the 38th Annual Conference of the Cognitive Science Society (pp. 602-607). Austin, TX: Cognitive Science Society.

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.

Tatsumi, T. & Pine, J. M. (2016). Comparing generativist and constructivist accounts of the use of the past tense form in early child Japanese. Journal of Child Language, 43, 1365-1384.

Pine, J. (2015). My mistake. Nursery World Magazine, 16 November, 21-24

Ambridge, B., Pine, J. M., & Lieven, E.V.M. (2015). Explanatory adequacy is not enough: Response to commentators on 'Child language acquisition: Why universal grammar doesn't help. Language: Perspectives, 91(3): E116-126

Freudenthal, D., Pine, J. M., Jones, G. & Gobet, F. (2015). Defaulting effects contribute to the simulation of cross-linguistic differences in Optional Infinitive errors. In D. C. Noelle, R. Dale, A. S. Warlaumont, J. Yoshimi, T. Matlock, C. D. Jennings & P. P. Maglio (Eds.), Proceedings of the 37th Annual Meeting of the Cognitive Science Society (pp. 746-751). Austin, TX: Cognitive Science Society.

Freudenthal, D., Pine, J. M., Jones, G. & Gobet, F. (2015). Simulating the cross-linguistic pattern of Optional Infinitive errors in children's declaratives and Wh- questions. Cognition, 143, 61-76.

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.

Aguado-Orea, J. and Pine, J. M. (2015). Comparing different models of the development of verb inflection in early child Spanish. PLoS ONE 10 (3): e0119613. doi:10.1371/journal.pone.0119613

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

Search all Publications