Outputs Database
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.
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Showing 1 to 12 of 559
Lemen, H. C. P., Lieven, E. V. M., & Theakston, A. L. (2024). The influence of pragmatic function on children's comprehension of complex because- and if-sentences Frontiers in Language Sciences
Monaghan, P., Jago, L.S., Speyer, L., Turnbull, H., Alcock, K.J., Rowland, C.F., & Cain, K. (2024). Statistical learning ability at 17 months relates to early reading skills via oral language Journal of Experimental Child Psychology
Lester, N., Twomey, K. E., & Theakston, A. (2024). What difficulties do children learning English in addition to another language experience with English oral language? A systematic review The Language Learning Journal
Fazekas, J., Sala, G. & Pine, J. M. (2024). Prime surprisal as a tool for assessing error-based learning theories: A systematic review. Languages, 9, 147.
Sawyer, H., Bannard, C. & Pine, J. M. (2024). Gradually increasing context sensitivity shapes the development of children’s verb marking: A corpus study. Developmental Science.
Freudenthal, D., Gobet, F. & Pine, J. M. (2024). MOSAIC+: a cross-linguistic model of verb-marking error in typically developing children and children with Developmental Language Disorder. Language Learning, 74(1), 111-145.
Dunn, K., Frost, R., & Monaghan, P. (2024). Infants' attention during cross-situational word learning: Environmental variability promotes novelty preference. Journal of experimental child psychology, pp. 105859
Sawyer, H., Bannard, C. & Pine, J. M. (2024). Toddlers’ verb-marking errors are predicted by the relative frequency of uninflected sequences in well-formed child-directed speech: A pre-registered corpus analysis. Language Learning.
Hilton, M., Twomey, K. E., & Westermann, G. (2023). Face time: Effects of shyness and attention to faces on early word learning Language Development Research, 3 (1), pp. 156-181.
Ambridge, B., McCauley, S. M., Bannard, C., Davis, M., Cameron-Faulkner, T., Gummery, A., & Theakston, A. (2023). Uninversion error in English-speaking children’s wh-questions: Blame it on the bigrams? Language Development Research, 3 (1), pp. 121-155.
Ambridge, B., Arnon, I., & Bekman, D. (2023). He was run-over by a bus: Passive – but not pseudo-passive – sentences are rated as more acceptable when the subject is highly affected. New data from Hebrew, and a meta-analytic synthesis across English, Balinese, Hebrew, Indonesian and Mandarin Glossa Psycholinguistics.
Maitreyee, R., Saxena, G., Narasimhan, B., Misra Sharma, D., Mishra, P., Bhaya Nair, R., Samanta, S., & Ambridge, B., (2023). Children learn ergative case marking in Hindi using statistical preemption and clause-level semantics (intentionality): evidence from acceptability judgment and elicited production studies with children and adults Open Research Europe.