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 85 to 96 of 559
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
Alcock, K. J., Meints, K., Rowland, C., Brelsford, V., Christopher, A., & Just, J. (2020). UK-CDI Words and Gestures - Manual and Norms. Emsworth, UK: J & R Press.
Pine, J. M., Freudenthal, D. & Gobet, F. (2020). Understanding the cross-linguistic pattern of verb-marking error in typically developing children and children with Developmental Language Disorder: Why the input matters. In C. F. Rowland, B. Ambridge, A. L. Theakston & K. E. Twomey (Eds.), Current perspectives on child language acquisition: How children use their environment to learn. Amsterdam: John Benjamins.
Fazekas, J., Jessop, A., Pine, J. M. & Rowland, C. F. (2020). Do children learn from their prediction mistakes? A registered report evaluating error-based theories of language acquisition Royal Society Open Science, 7(11), 180877.
Durrant, S., Jessop, A., Chang, F., Bidgood, A., Peter, M. S., Pine, J. M. & Rowland, C. F. (2021). Does the understanding of complex dynamic events at 10 months predict vocabulary development? Language and Cognition 13, 66–98.
Bidgood, A., Pine, J. M., Rowland, C. F. & Ambridge, B. (2020). Syntactic Representations Are Both Abstract and Semantically Constrained: Evidence From Children’s and Adults’ Comprehension and Production/Priming of the English Passive Cognitive Science, 44(9), e12892.