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 97 to 108 of 576
Taxitari, L., Twomey, K. E., Westermann, G. & Manu, N. (2019). The Limits of Infants’ Early Word Learning. Language Learning and Development
Bazhydai, M, Westermann, G. & Parise, E. (2020). “I don't know but I know who to ask”: 12‐month‐olds actively seek information from knowledgeable adults. Developmental Science
Capelier-Mourguy, A., Twomey, K. E. & Westermann G. (2020). Neurocomputational Models Capture the Effect of Learned Labels on Infants’ Object and Category Representations. IEEE
Cheung, R. W., Hartley, C. & Monaghan, P. (2021). Caregivers use gesture contingently to support word learning. Developmental Science
Jones, S. & Westerman, G. (2021). Predictive processing and Developmental Language Disorder. JSLHR
Freudenthal, D., Ramscar, M., Leonard, L. B. & Pine, J. M. (2021). Simulating the acquisition of verb inflection in typically developing children and children with Developmental Language Disorder in English and Spanish. Cognitive Science, 45(3), e12945.
Klinger, J., Mayor, J. & Bannard, C. (2016). Children's Faithfulness in Imitating Language Use Varies Cross‐Culturally, Contingent on Prior Experience. Child Development, 87(3), 820-833.
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