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3104 publications based on the use of CHILDES
Abbot-Smith, K., & Behrens, H. (2006). How known constructions influence the acquisition of other
constructions: The German passive and future constructions. Cognitive Science, 30, 995-1026.
Abbot-Smith, K., Lieven, E., & Tomasello, M. (2004). Training 2;6-year-olds to produce the transitive
construction: The role of frequency, semantic similarity and shared syntactic distribution. Developmental
Science, 7(1), 48-55.
Abbot-Smith, K., Lieven, E., & Tomasello, M. (2008). Graded representations in the acquisition of English and
German transitive constructions. Cognitive Development, 23, 48-66.
Abbot-Smith, K., & Tomasello, M. (2006). Exemplar-learning and schematization in a usage-based account of
syntactic acquisition. The Linguistic Review, 23, 275-290.
Ågren, M. (2005). L’accord morphologique du nombre dans la phrase nominale: Une étude sur l’acquisition du
français.
Aguado-Orea, J., & Pine, J. M. (2002). There is no evidence for a ‘no overt subject’ stage in early Child Spanish:
A note on Grinstead (2000). Journal of Child Language, 29, 865-874.
Aguado-Orea, J., & Pine, J. M. (2002). Assessing the productivity of verb morphology in early Child Spanish.
Paper presented at the 9th Congress of the International Association for the Study of Child Language,
Madison, Wisconsin.
Aguado-Orea, J., & Pine, J. M. (2003). Testing current positions on the acquisition of inflection with data from
children learning Spanish: Full competence or constructivism. Paper presented at the 8th International
Cognitive Linguistics Conference, Logrono, Spain.
Aguado-Orea, J., & Pine, J. M. (2004). Es totalmente productivo el uso inicial del la flexion verbal finita? Un
nuevo metodo cuantitativo para el estudio de la productividad verbal en espanol. Paper presented at the
IV Congreso sobre la Adquisicion de las Lenguas del Estado, Salamanca, Spain.
Aguado-Orea, J., & Pine, J. M. (2005). Testing Wexler’s Unique Checking Constraint with data from early Child
Spanish. Paper presented at the Boston University Conference on Language Development, Boston, USA.
Aguado-Orea, J., & Pine, J. M. (2005). What kind of knowledge underlies the early use of inflectional verb
morphology in Spanish? Effects of frequency and lexical specificity on accuracy. Paper presented at the
10th Congress of the International Association for the Study of Child Language, Berlin, Germany.
Aguado-Orea, J. J. (2004). The acquisition of morpho-syntax in Spanish: Implications for current theories of
development. University of Nottingham.
Aguilar, E. (Ed.). (2001). Análisis comparativo de las estructuras silábicas y sus errores en niños prescolares
con trasorno específico del lenguaje y retraso del lenguaje respecto a la adquisición normal. Barcelona:
AESLA.
Aguilar, E., & Sanz-Torrent, M. (2003). Errors d'omissió en nens amb trastorn específic del llenguatge (TELL):
Aspectes morfològics i fonològics. Revista de Collegi e Logopedes de Catalunya.
Aguilar, E., Sanz-Torrent, M., & Serra , M. (2002). A comparative study of the phonology of pre-school children
with Specific Language Impairment (SLI), Language Delay (LD) and Normal Acquisition. Clinical
Linguistics and Phonetics, 58(6), 573-596.
Aguilar, M. (1999). Características fonológicas en niños con retraso y trastorno en la adquisición del lenguaje.
Unpublished masters, University of Barcelona, Barcelona.
Aguilar, M. E. (2002). Diagnóstico diferencial precoz entre el trasorno del lenguaje y el retraso del lenguaje e
partir de los procesos de simplificación fonológica. Revista de Logopedia, Foniatría y Audiología,
XXII(2), 90-99.
Aguilar-Mediavilla, E. (2007). Influence of phonology on morpho-syntax in Romance languages in children with
Specific Language Impairment (SLI). International Journal of Language & Communication Disorders,
42(3), 325-347.
Aguilar-Mediavilla, E. (2007). Incidence of phonological competence on morphosyntax of children with Specific
Language Impairment: A longitudinal study. Language Acquisition 13(4), 371-372.
Aguilar-Mediavilla, E., Sanz-Torrent, M., & Serra , M. (2002). A comparative study of the phonology of preschool children with Specific Language Impairment (SLI), Language Delay (LD) and Normal
Acquisition. Clinical Linguistics & Phonetics, 16, 573-596.
Aguilar-Mediavilla, E., Sanz-Torrent, M., & Serra-Raventós, M. (2007). The influence of phonology on
morphosyntax in Romance language in children with SL. International Journal of Language &
Communication Disorders, 42(3), 325-348.
Aguilar-Mediavilla, E., & Serra-Raventos, M. (2006). Phonological profile of Spanish-Catalan children with
Specific Language Impairment at age 4: Are there any changes over time? Folia Phoniatrica Logopedia,
58(6), 400-414.
Aguirre, C. (2002). The acquisition of tense and aspect morphology: A key for semantic interpretation. In M. D.
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Alfi-Shabtay, I. (1999). Passive and alternatives in different text types in Hebrew. In R. A. Aisenman, N.
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Alibali, M., McNeil, N., & Evans, J. (2003). The role of gesture in children's language comprehension: Now they
need it, now they don't. Journal of Nonverbal Behavior.
Alishahi, A. (2004). A computational model for early argument structure acquisition. University of Toronto.
Alishahi, A., & Stevenson, S. (2005). A probabilistic model of early argument structure acquisition. Paper
presented at the Cognitive Science Society.
Alishahi, A., & Stevenson, S. (2007). A computational usagebased model for learning general properties of
semantic roles. Proc. of the EuroCogSci 2007.
Alishahi, A., & Stevenson, S. (2007). A cognitive model for the representation and acquisition of verb selectional
preferences. ACL Workshop on Cognitive Aspects of Computational Language Acquisition, 41-48.
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Allen, S. (1994). Acquisition of some mechanisms of transitivity alternation in arctic Quebec Inuktitut. McGill
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Allen, S. (2001). The importance of discourse-pragmatics in acquisition. Bilingualism: Language and Cognition,
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Allen, S., & Crago, M. B. (1993). The acquisition of passives and unaccusatives in Inuktitut. McGill Working
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Allen, S. E. M. (1996). Aspects of argument structure acquisition in Inuktitut. Amsterdam: Benjamins.
Allen, S. E. M. (1997). A discourse-pragmatic explanation for the subject-object asymmetry in early null
arguments: The principle of informativeness revisited. In A. Sorace, C. Heycock & R. Shillcock (Eds.),
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Allen, S. E. M. (1998). Categories within the verb category: Learning the causative in Inuktitut. Linguistics,
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Allen, S. E. M. (2000). A discourse-pragmatic explanation for argument representation in child Inuktitut.
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Allen, S. E. M. (in press). Interacting pragmatic influences on children's argument realization. In M. Bowerman
& P. Brown (Eds.), Crosslinguistic perspectives on argument structure: Implications for learnability.
Mahwah, N.J.: Erlbaum.
Allen, S. E. M., Crago, M., & Pesco, D. (2006). The effect of majority language exposure on minority language
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Allen, S. E. M., Genesee, F., Fish, S. A., & Crago, M. B. (2002). Patterns of code mixing in English-Inuktitut
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Amano, S., Kato, K., & Kondo, T. (2002). Development of Japanese Infant Speech Database and Speaking Rate
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Ambridge, B., & Pine, J. M. (2006). Testing the agreement/tense omission model using an elicited imitation
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Ambridge, B., Pine, J. M., & Rowland, C. F. (2006). The retreat from argument-structure overgeneralization
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at the Boston University Conference on Language Development, Boston, USA.
Ambridge, B., Pine, J. M., Rowland, C. F., & Young, C. R. (2008). The effect of verb semantic class and verb
frequency (entrenchment) on children’s and adults’ graded judgements of argument-structure overgeneralisation errors. Cognition, 106, 87-129.
Ambridge, B., Rowland, C. F., & Pine, J. M. (2005). Structure dependence: An innate constraint? Paper
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Ambridge, B., Rowland, C. F., & Pine, J. M. (2008). Is structure dependence an innate constraint? New
experimental evidence from children’s complex-question production. Cognitive Science, 32, 222-257.
Ambridge, B., Rowland, C. F., Theakston, A., & Tomasello, M. (2006). Comparing different accounts of noninversion errors in children's non-subject wh-questions: What experimental data can tell us? Journal of
CHild Language, 30, 519-557.
Ambridge, B., Theakston, A., Lieven, E. V. M., & Tomasello, M. (2006). The distributed learning effect for
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Aparici, M. (1997). La adquisición de las oraciones compuestas en Catalán y Castellano. Unpublished masters,
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Aparici, M., Serrat, E., Capdevila, M., & Serra, M. (in press). Acquisition of complex sentences in Spanish and
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