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 25 to 36 of 559
Lester, N., Theakston, A. & Twomey, K. (2023). The role of the natural history museum in promoting word learning for young children Infant and Child Development, ISSN: 1522-7219
Bazhydai, M., Ke, H., Thomas, H., Wong, KY, & Westermann, G. (2022). Investigating the effect of interpersonal behavioral synchrony on toddlers’ word learning Frontiers in Psychology
Ambridge, B. (2022). Why Algebraic systems aren't sufficient for syntax: Experimental evidence from passives in English, Mandarin, Indonesian, Balinese and Hebrew. In Lappin S, Bernardy J.P (Ed.), Algebraic Structures in Natural Language. (pp. 94-112).
Darmasetiyawan, I. M. S., Messenger, K., & Ambridge, B. (2022). Is Passive Priming Really Impervious to Verb Semantics? A High-Powered Replication of Messenger Et al. (2012). Collabra: Psychology, 8(1), 1-18. [31055]
Scholman, M., Blything, L., Cain, K., Hoek, J., & Evers-Vermeul, J. (2022). Discourse rules: the effects of clause order principles on the reading process. Language, Cognition and Neuroscience.
Darmasetiyawan, I. M. S., & Ambridge, B. (2022). Syntactic Representations Contain Semantic Information: Evidence From Balinese Passives Collabra: Psychology, 8(1).
Ambridge B, Doherty L, Maitreyee R et al. (2022). Testing a computational model of causative overgeneralizations: Child judgment and production data from English, Hebrew, Hindi, Japanese and K’iche’ [version 1; peer review: 3 approved with reservations]. Open Research Europe 2021, 1:1
Freudenthal, D., Pine, J. M. & Bannard, C. (2022). Modelling Children’s Sentence Recall using an Encoder-Decoder Network. J. Culbertson, A. Perfors, H. Rabagliati & V. Ramenzoni (Eds.) Proceedings of the 44th Annual Conference of the Cognitive Science Society (pp. 2576-2582). Toronto, ON: Cognitive Science Society.
Chen, X., Twomey, K. E., & Westermann, G. (2022). Curiosity enhances incidental object encoding Journal of Experimental Child Psychology, Volume 223,105508, ISSN 0022-0965
Jones, S. D. & Westermann, G. (2022). Under-resourced or overloaded? Rethinking working memory deficits in developmental language disorder. .Psychological Review, 129(6), 1358–1372.
Taylor, G., Kolak, J., Norgatea, S.H., Monaghan, P. (2022). Assessing the educational potential and language content of touchscreen apps for preschool children Computers and Education Open, Volume 3, 100102, ISSN 2666-5573.
Ma, L., Twomey, K., & Westermann, G. (2022). The impact of perceived emotions on toddlers' word learning Child Development, Volume 93, 1584-1600.