Skip to main content Accessibility help
×
Hostname: page-component-5c6d5d7d68-tdptf Total loading time: 0 Render date: 2024-08-08T13:58:34.955Z Has data issue: false hasContentIssue false

References

Published online by Cambridge University Press:  22 September 2009

Maya Hickmann
Affiliation:
Université de Paris V
Get access

Summary

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Children's Discourse
Person, Space and Time across Languages
, pp. 350 - 382
Publisher: Cambridge University Press
Print publication year: 2002

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Ackerman, B. P. (1988). Thematic influences on children’s judgments about story adequacy. Child Development, 59(4), 910–38CrossRefGoogle Scholar
Ackerman, B. P., and Jackson, M. (1991). When is a guess a guess: children’s sensitivity to inference constraint in assessing understanding of story information. Journal of Experimental Child Psychology, 52(1), 117–46CrossRefGoogle Scholar
Ackerman, B. P., Jackson, M., and Sherrill, L. (1991). Inference modification by children and adults. Journal of Experimental Child Psychology, 52(2), 166–96CrossRefGoogle Scholar
Ackerman, B. P., and McGraw, M. (1991). Constraints on the causal inferences of children and adults in comprehending stories. Journal of Experimental Child Psychology, 51(3), 364–94CrossRefGoogle Scholar
Ackerman, B. P., Paine, J., and Silver, D. (1991). Building a story representation: the effects of early concept prominence on later causal inferences by children. Developmental Psychology, 27(3), 370–80CrossRefGoogle Scholar
Akinci, M.-A. (1999). Développement des compétences narratives des enfants bilingues turc-français en France âgés de 5 à 10 ans. Unpublished doctoral dissertation, Université Lumière Lyon 2
Aksu-Koç, A. (1988). The acquisition of aspect and modality: the case of past reference in Turkish. Cambridge: Cambridge University Press
Aksu-Koç, A. (1994). Development of linguistic forms: Turkish. In R. A. Berman and D. I. Slobin (eds.), Different ways of relating events in narrative: a crosslinguistic developmental study (pp. 329–85). Hillsdale, NJ: Lawrence Erlbaum
Aksu-Koç, A., and von Stutterheim, C. (1994). Temporal relations in narrative: simultaneity. In R. Berman and D. I. Slobin (eds.), Different ways of relating events in narrative: a crosslinguistic developmental study (pp. 393–455). Hillsdale, NJ: Lawrence Erlbaum
Amidon, A., and Carey, P. (1972). Why 5-year-olds cannot understand before and after. Journal of Verbal Learning and Verbal Behavior, 11, 417–23CrossRefGoogle Scholar
Ammon, M., and Slobin, D. I. (1979). A cross-linguistic study of the processing of causative sentences. Cognition, 7, 3–17CrossRefGoogle ScholarPubMed
Anderson, A. H., Clark, A., and Mullin, J. (1991). Introducing information in dialogues: forms of introduction chosen by young speakers and the responses elicited from young listeners. Journal of Child Language, 18, 663–87CrossRefGoogle ScholarPubMed
Anderson, A. H., Yule, G., and Brown, G. (1984). Hearer-effects on speaker performances: the influence of the hearer on speaker’s effectiveness in oral communication tasks. First Language, 5, 23–40CrossRefGoogle Scholar
Anderson, S. R., and Keenan, E. L. (1985). Deixis. In J. Haiman and T. Shopen (eds.), Language typology and syntactic description (Ⅲ, pp. 259–308). Cambridge: Cambridge University Press
Antell, S. E., and Caron, A. J. (1985). Neonatal perception of spatial relationships. Infant Behavior and Development, 8, 15–23CrossRefGoogle Scholar
Antinucci, F., and Miller, R. (1976). How children talk about what happened. Journal of Child Language, 9, 627–43Google Scholar
Applebee, A. N. (1978). The child’s concept of story. Chicago: The University of Chicago Press
Atkinson, M. (1979). Prerequisites for reference. In E. Ochs and B. B. Schieffelin (eds.), Developmental Pragmatics (pp. 229–49). London: Academic Press
Aurnague, M. (1996). Les noms de localisation interne: tentative de caractérisation sémantique à partir de données du basque et du français. Cahiers de Lexicologie, 69, 1996–2002Google Scholar
Aurnague, M., and Vieu, L. (1993). A three-level approach to the semantics of space. In C. Zelinsky-Wibbelt (ed.), The semantics of prepositions: from mental processing to natural language processing (pp. 395–439). Berlin: Mouton de GruyterCrossRef
Baillargeon, R. (1986). Representing the existence and the location of hidden objects: object permanence in 6- and 8-month old infants. Cognition, 23, 21–41CrossRefGoogle ScholarPubMed
Baillargeon R. (1987). Object permanence in 3.5 and 4.5 month-old infants. Developmental Psychology, 23, 655–64CrossRef
Baillargeon, R., DeVos, J., and Graber, M. (1989). Location memory in 8-month-old infants in non-search AB tasks: further evidence. Cognitive Development, 24, 345–67CrossRefGoogle Scholar
Baillargeon, R., Needham, A., and DeVos, J. (1992). The development of young infants’ intuition about support. Early Development and Parenting, 1, 69–78CrossRefGoogle Scholar
Baillargeon, R., Spelke, E. S., and Wasserman, S. (1985). Object permanence in five-month-old infants. Cognition, 20, 191–208CrossRefGoogle ScholarPubMed
Bamberg, M. G. W. (1986). A functional approach to the acquisition of anaphoric relationships. Linguistics, 24(1/2), 227–84CrossRefGoogle Scholar
Bamberg, M. G. W. (1987). The acquisition of narratives: learning to use language. Berlin: Mouton de Gruyter
Bamberg, M. G. W. (1990). The German Perfekt: form and function of tense alternations. Studies in Language, 14(2), 253–90CrossRef
Bamberg, M. G. W. (ed.). (1997). Narrative development: six approaches. Mahwah, NJ: Lawrence Erlbaum
Bamberg, M. G. W., and Marchman, V. (1990). What holds a narrative together? The linguistic encoding of episode boundaries. Pragmatics, 4, 58–121Google Scholar
Bamberg, M. G. W. and Marchman V. (1991). Binding and unfolding: towards the linguistic construction of narrative discourse. Discourse Processes, 14, 277–305CrossRef
Bamberg, M. G. W. (1994). Foreshadowing and wrapping up in narrative. In R. Berman and D. I. Slobin (eds.), Different ways of relating events in narrative: a crosslinguistic developmental study. Hillsdale, NJ: Lawrence Erlbaum
Baroni, M. R., and Axia, G. (1989). Children’s metapragmatic abilities and the identification of polite and impolite requests. First Language, 9, 285CrossRefGoogle Scholar
Bartlett, F. C. (1964). Remembering: a study in experimental and social psychology (1st 1932 edn). Cambridge: Cambridge University Press
Bassano, D. (2000). Early development of nouns and verbs in French: exploring the interface between lexicon and grammar. Journal of Child Language, 27, 521–59CrossRefGoogle ScholarPubMed
Bates, E. (1976). Language and context: The acquisition of pragmatics. London: Academic Press
Bates, E., and Devescovi, A. (1989). Crosslinguistic studies of sentence production. In B. MacWhinney and E. Bates (eds.), The cross-linguistic study of sentence processing (pp. 225–53). Cambridge: Cambridge University Press
Bates, E., and MacWhinney, B. (1982). Functionalist approaches to grammar. In E. Wanner and L. Gleitman (eds.), Language acquisition: the state of the art (pp. 173–218). New York: Cambridge University Press
Bates, E., and MacWhinney, B. (1987). Competition, variation, and language learning. In B. MacWhinney (ed.), Mechanisms of language acquisition (pp. 157–93). Hillsdale, NJ: Lawrence Erlbaum
Bauer, P. J., and Mandler, J. M. (1989). One thing following another: effects of temporal structure on one- and two-year-olds’ recall of events. Developmental Psychology, 25, 197–206CrossRefGoogle Scholar
Bauer P. J. and Mandler J. M. (1992). Putting the horse before the cat: the use of temporal order in recall of events by one-year-old children. Developmental Psychology, 28, 441–52CrossRef
Bavin, E. (1990). Locative terms and Walpiri acquisition. Journal of Child Language, 17, 43–66CrossRefGoogle ScholarPubMed
Bazzanella, C., and Calleri, D. (1991). Tense coherence and grounding in children’s narratives. Text, 11(2), 175–87CrossRefGoogle Scholar
Beal, C. R. (1990). The development of text evaluation and revision skills. Child Development, 61(1), 247–58CrossRefGoogle ScholarPubMed
Beaurenaut, A. (1998). L’expression du déplacement chez les enfants français: étude expérimentale de ‘traverser’. Unpublished master’s thesis, Université René Descartes, Paris
Becker, A. (1997). Theoretical framework. In A. Becker and M. Carroll (eds.), The acquisition of spatial relations in a second language. Amsterdam: John BenjaminsCrossRef
Behrens, H. (1993). Temporal reference in German child language: form and function of early verb use. Unpublished doctoral dissertation, University of Amsterdam
Bennett-Kastor, T. (1983). Noun phrases and coherence in child narrative. Journal of Child Language, 10, 135–49CrossRefGoogle Scholar
Bennett-Kastor T. (1986). Cohesion and predication in child narrative. Journal of Child Language, 13, 353–70
Benson, M. (1993). The structure of four- and five-year-olds’ narratives in pretend play and storytelling. First Language, 13, 203–23CrossRefGoogle Scholar
Benveniste, E. (1966). Problèmes de linguistique générale. Paris: Gallimard
Berkovits, R., and Wigodsky, M. (1979). On interpreting noncoreferent pronouns: a longitudinal study. Journal of Child Language, 6, 585–92CrossRefGoogle ScholarPubMed
Berman, R. A. (1988). On the ability to relate events in narrative. Discourse Processes, 11, 469–97CrossRefGoogle Scholar
Berman R. A. (1995). Narrative competence and storytelling performance: how children tell stories in different contexts. Journal of Narrative and Life History, 5(4), 285–313CrossRef
Berman R. A. (1996). Form and function in developing narrative abilities. In D. I. Slobin, J. G. Gerhardt, A. Kyratzis, and J. Guo (eds.), Social interaction, social context, and language (pp. 343–67). Hillsdale, NJ: Lawrence Erlbaum
Berman R. A. (1997). Developing form/function relations in narrative texts. Lenguas Modernas, 24, 45–60
Berman R. A. (1998). Typological perspectives on connectivity. In S. Penner and N. Dittmar (eds.), Issues in the theory of language acquisition: essays in honor of Jürgen Weissenborn (pp. 203–24). Bern: Peter Lang
Berman, R. A., and Neeman, Y. (1994). Development of linguistic forms: Hebrew. In R. A. Berman and D. I. Slobin (eds.), Different ways of relating events in narrative: a crosslinguistic developmental study (pp. 285–328). Hillsdale, NJ: Lawrence Erlbaum
Berman, R. A., and Slobin, D. I. (eds.). (1994). Different ways of relating events in narrative: a crosslinguistic developmental study. Hillsdale, NJ: Lawrence Erlbaum
Bertenthal, B. I., and Campos, J. J. (1987). New directions in the study of early experience. Child Development, 58, 560–67CrossRefGoogle Scholar
Bever, T. G. (1970). The comprehension and memory of sentences with temporal relations. In G. B. Flores d’Arcais and W. J. M. Levelt (eds.), Advances in psycholinguistics (pp. 285–93). Amsterdam: North-Holland
Bickerton, D. (1984). The language bioprogram hypothesis. The Behavioral and Brain Sciences, 7, 173–221CrossRefGoogle Scholar
Bickerton, D. (1989). The child, the bioprogram and the input data: a commentary on Cziko. First Language, 9, 33–37CrossRefGoogle Scholar
Blanche-Benveniste, C., Bilger, M., Rouget, C., and van den Eynde, K. (1990). Le français parlé: études grammaticales. Paris: Editions du CNRS
Bloom, L. (1991). Language development from two to three. New York: Cambridge University Press
Bloom, L., and Harner, L. (1989). On the development of child language: a reply to Smith and Weist. Journal of Child Language, 16, 207–16CrossRefGoogle ScholarPubMed
Bloom, L., Lahey, M., Hood, L., Lifter, K., and Fiess, K. (1980). Complex sentences: acquisition of syntactic connectives and the semantic relations they encode. Journal of Child Language, 7(2), 235–61CrossRefGoogle ScholarPubMed
Bloom, L., Lifter, K., and Hafitz, J. (1980). Semantics of verbs and the development of verb inflection in child language. Language, 56(2), 386–412CrossRefGoogle Scholar
Bloom, P. (1990). Subjectless sentences in child language. Linguistic Inquiry, 21(4), 491–504Google Scholar
Bloom P. (1993). Grammatical continuity in language development: the case of subjectless sentences. Linguistic Inquiry, 24(4), 721–34
Bloom P. (1996). Recent controversies in the study of language acquisition. In M. A. Gernsbacher (ed.), Handbook of Psycholinguistics (pp. 741–79). San Diego, CA: Academic Press
Bonitatibus, G., Godshall, S., Kelley, M., Levering, T., and Lynch, E. (1988). The role of social cognition in comprehension monitoring. First Language, 8, 287–98CrossRefGoogle Scholar
Bowerman, M. (1985). What shapes children’s grammar? In D. I. Slobin (ed.), The cross-linguistic study of language acquisition (Ⅱ, pp. 1257–319). Hillsdale, NJ: Erlbaum
Bowerman, M. (1989). Learning a semantic system: what role do cognitive predispositions play? In M. L. Rice and R. L. Schiefelbusch (eds.), The teachability of language (pp. 133–69). Baltimore, MD: Paul H. Brooks
Bowerman, M. (1994). From universal to language-specific in early grammatical development. Philosophical Transactions of the Royal Society of London, Series B, 346, 37–45CrossRef
Bowerman, M. (1996). The origins of children’s spatial semantic categories: cognitive versus linguistic determinants. In J. J. Gumperz and S. C. Levinson (eds.), Rethinking linguistic relativity (pp. 145–76). Cambridge: Cambridge University Press
Bowerman, M., and Choi, S. (2001). Shaping meanings for language: universal and language-specific in the acquisition of spatial semantic categories. In M. Bowerman and S. C. Levinson (eds.), Language acquisition and conceptual development (pp. 475–511). Cambridge: Cambridge University PressCrossRef
Bowerman, M., and Levinson, S. C. (eds.). (2001). Language acquisition and conceptual development. Cambridge: Cambridge University Press
Bronckart, J. P. (1976). Genèse et organisation des formes verbales chez l’enfant. Brussels: Dessert and Mardaga
Bronckart, J. P. (1985). Les opérations temporelles dans deux types de textes d’enfant. Bulletin de Psychologie, 38, 371, 653–66
Bronckart, J. P., Bain, D., Schneuwly, B., Davaud, C., and Pasquier, A. (1985). Le fonctionnement des discours: un modèle psychologique et une méthode d’analyse. Neuchâtel: Delachaux et Niestlé
Bronckart, J. P., Kail, M., and Noizet, G. (eds.) (1983). Psycholinguistique de l’enfant. Neuchâtel: Delachaux & Niestlé
Bronckart, J. P., and Schneuwly, B. (1991). Children’s production of textual organizers. In G. Piéraut-Le Bonniec and M. Dolitsky (eds.), Language bases … discourse bases (pp. 143–56). Amsterdam: BenjaminsCrossRef
Bronckart, J. P., and Sinclair, H. (1973). Time, tense, and aspect. Cognition, 2, 107–30CrossRefGoogle Scholar
Brown, A. L. (1978). Knowing when, where, and how to remember: a problem of metacognition. In R. Glaser (ed.), Advances in instructional psychology (pp. 77–165). Hillsdale, NJ: Lawrence Erlbaum
Brown, A. L., and DeLoache, J. S. (1978). Skills, plans, and self-regulation. In R. Siegler (ed.), Children’s thinking: what develops (pp. 3–36). Hillsdale, NJ: Lawrence Erlbaum
Brown, A. L., and Smiley, S. S. (1977). Rating the importance of structural units of prose passages: A problem of metacognitive development. Child Development, 48, 1–8CrossRefGoogle Scholar
Brown, P. (1991). Spatial conceptualization in Tzeltal (Working Paper No. 6, Cognitive Anthropology Research Group). Nijmegen: Max-Planck Institute for Psycholinguistics
Brown, P. (1994). The Ins and Ons of Tzeltal locative expressions: the semantics of static descriptions of location. Linguistics, 32, 743–90
Brown, P., and Levinson, S. C. (1991). ‘Uphill’ and ‘downhill’ in Tzeltal (Working Paper No. 7, Cognitive Anthropology Research Group). Nijmegen: Max-Planck Institute for Psycholinguistics
Brown, R. (1973). A first language. Cambridge, MA: Harvard University Press
Brownell, M. D., Trehub, S. E., and Gartner, G. M. (1988). Children’s understanding of referential messages produced by deaf and hearing speakers. First Language, 8, 271–86CrossRefGoogle Scholar
Bruner, J. S. (1983). Children’s talk: learning how to use language. New York: Norton
Budwig, N. (1990). A functional approach to the acquisition of personal pronouns. In G. Conti-Ramsden and C. Snow (eds.), Children’s language (Ⅶ, pp. 121–45). Hillsdale, NJ: Erlbaum
Bühler, K. (1982). The deictic field of language and deictic words. In R. J. Jarvella and W. Klein (eds.), Speech, place, and action. New York: John Wiley & Sons
Cadiot, P. (1999). Espaces et prépositions. Revue de Sémantique et Pragmatique, 6, 43–70Google Scholar
Carden, G. (1986). Blocked forwards coreference: theoretical implications of the acquisition data. In B. Lust (ed.), Studies in the acquisition of anaphora (Ⅰ, pp. 319–57). Dordrecht: ReidelCrossRef
Carlson-Radvansky, L. A., and Irwin, D. E. (1994). Reference frame activation during spatial term assignment. Journal of Memory and Language, 33, 646–71CrossRefGoogle Scholar
Caron, A. J., Caron, R. F., and Antell, S. E. (1988). Infant understanding of containment: an affordance perceived or a relationship conceived?Developmental Psychology, 24, 620–7CrossRefGoogle Scholar
Chafe, W. (1974). Language and consciousness. Language, 50(3), 111–33CrossRefGoogle Scholar
Chafe W. (1976). Givenness, contrastiveness, definiteness, subjects, topics and point of view. In C. N. Li (ed.), Subject and topic (pp. 25–55). New York: Academic Press
Chafe W. (1979). The flow of thought and the flow of language. In T. Givón (ed.), Syntax and semantics (Ⅻ, pp. 159–82). New York: Academic Press
Champaud, C. (1993). Tense forms and functions in French-speaking children: the early stages in a cross-linguistic perspective. Paper presented at the Sixth International Congress for the Study of Child Language, Trieste, 18–24 July 1993
Champaud, C. (1994). The development of verb forms in French children at around two years of age: some comparisons with Romance and non-Romance languages. Paper presented at the First Lisbon Meeting on Child Language, Lisbon, Portugal, 14–17 June 1994
Champaud, C. (1996a). Overgeneralization in the early acquisition of verbal morphology: the case of French. Paper presented at the Seventh International Morphology Meeting, Workshop on ‘The acquisition of morphology in L1’, Vienna, 14–15 February 1996
Champaud, C. (1996b). Word order and dislocations in early French productions. Paper presented at the Seventh International Congress for the Study of Child Language, Istanbul, 14–19 July 1996
Chang, H. W. (1992). The acquisition of Chinese syntax. In H. C. Chen and O. J. L. Tzeng (eds.), Language processing in Chinese. Amsterdam: Elsevier Science PublishersCrossRef
Charney, R. (1978). The development of personal pronouns. Unpublished doctoral dissertation, University of Chicago
Charney, R. (1979). The comprehension of ‘here’ and ‘there’. Journal of Child Language, 6, 69–80
Charvillat, A., and Kail, M. (1991). The status of ‘canonical SVO sentences’ in French: a developmental study of the on-line processing of dislocated sentences. Journal of Child Language, 18, 591–608CrossRefGoogle ScholarPubMed
Chien, Y.-C., and Wexler, K. (1990). Children’s knowledge of locality conditions on binding as evidence for the modularity of syntax and pragmatics. Language Acquisition, 1, 225–95CrossRefGoogle Scholar
Choi, S., and Bowerman, M. (1991). Learning to express motion events in English and Korean: the influence of language-specific lexicalization patterns. Cognition, 41, 83–121CrossRefGoogle ScholarPubMed
Chomsky, C. (1969). The acquisition of syntax in children from 5 to 10. Cambridge, MA: MIT Press
Chomsky, N. (1957). Syntactic structures. The Hague: Mouton
Chomsky, N. (1965). Aspects of the theory of syntax. Cambridge: MIT Press
Chomsky, N. (1968). Language and mind. New York: Harcourt, Brace & World
Chomsky, N. (1981). Lectures on government and binding. Dordrecht: Foris
Chvany, C. V. (1985). Backgrounded perfectives and plot line imperfectives: towards a theory of grounding in text. In M. S. Flier and A. Timberlake (eds.), The scope of Slavic aspect (pp. 247–65). Columbus, OH: Slavica Publishers
Clahsen, H. (1990). Constraints on parameter setting: a grammatical analysis of some acquisition stages in German child language. Language Acquisition: A Journal of Developmental Linguistics, 1(4), 361–91CrossRefGoogle Scholar
Clancy, P. M., Jakobsen, T., and Silva, M. N. (1976). The acquisition of conjunction: a cross-linguistic study. Papers and Reports on Child Language Development, 12, 71–80Google Scholar
Clancy, P. M. (1992). Referential strategies in the narratives of Japanese children. Discourse Processes, 15, 441–67CrossRefGoogle Scholar
Clark, E. V. (1970). How young children describe events in time. In G. B. Flores d’Arcais and W. J. M. Levelt (eds.), Advances in psycholinguistics (pp. 275–84). Amsterdam: North-Holland
Clark, E. V. (1971). On the acquisition of the meaning of ‘before’ and ‘after’. Journal of Verbal Learning and Verbal Behavior, 10, 266–75CrossRef
Clark, E. V. (1972). Some perceptual factors in the acquisition of locative terms by young children. Proceedings of the Chicago Linguistic Society, 8, 431–9
Clark, E. V. (1973a). How children describe time and order. In C. A. Ferguson and D. I. Slobin (eds.), Studies of child language development (pp. 585–606). New York: Holt, Rinehart & Winston
Clark, E. V. (1973b). Nonlinguistic strategies and the acquisition of word meanings. Cognition, 1, 161–82
Clark, E. V. (1978a). Awareness of language: some evidence from what children say and do. In A. Sinclair, R. J. Jarvella, and W. J. M. Levelt (eds.), The child’s conception of language (pp. 17–43). Berlin: Springer
Clark, E. V. (1978b). From gesture to word: on the natural history of deixis in language acquisition. In J. S. Bruner and A. Garton (eds.), Human growth and development. Oxford: Oxford University Press
Clark, E. V. (1980). Here’s the top: nonlinguistic strategies in the acquisition of orientational terms. Child Development, 51, 329–38
Clark, E. V., and Garnica, O. K. (1974). Is he coming or going? On the acquisition of deictic verbs. Journal of Verbal Learning and Verbal Behavior, 13, 155–72CrossRefGoogle Scholar
Clark, E. V., and Sengul, C. J. (1978). Strategies in the acquisition of deixis. Journal of Child Language, 5, 457–75CrossRefGoogle Scholar
Clark, H. H. (1973). Space, time, semantics and the child. In T. E. Moore (ed.), Cognitive development and the acquisition of language. New York: Academic Press
Clark, H. H., and Clark, E. V. (1968). Semantic distinctions and memory for complex sentences. Quarterly Journal of Experimental Psychology, 20, 129–38CrossRefGoogle ScholarPubMed
Clark H. H. and Clark E. V. (1977). Psychology and language: an introduction to psycholinguistics. New York: Harcourt Brace Jovanovich
Clark, H. H., and Haviland, S. E. (1977). Comprehension and the given-new contract. In R. O. Freedle (ed.), Discourse processes: advances in research and theory (I. Discourse production and comprehension, pp. 1–40). Norwood: Ablex
Coker, P. A. (1977). Syntactic and semantic factors in the acquisition of before and after. Journal of Child Language, 5, 261–77Google Scholar
Comrie, B. (1976). Aspect: an introduction to the study of verbal aspect and related problems. Cambridge: Cambridge University Press
Comrie, B. (1981). Language universals and linguistic typology. Chicago: University of Chicago Press
Comrie, B. (1985). Tense. Cambridge: Cambridge University Press
Cornish, F. (1996). ‘Antecedentless’ anaphors: deixis, anaphora, or what? Some evidence from English and French. Journal of Linguistics, 32, 19–41CrossRefGoogle Scholar
Cornish F. (1999). Anaphora, discourse, and understanding: evidence from English and French. Oxford: Clarendon Press
Corrigan, R., Halpern, E., Aviezer, O., and Goldblatt, A. (1981). The development of three spatial concepts: in, on, under. International Journal of Behavioural Development, 4, 403–19CrossRefGoogle Scholar
Cox, M. V., and Isard, S. (1990). Children’s deictic and nondeictic interpretations of the spatial locatives in front of and behind. Journal of Child Language, 17, 481–88CrossRefGoogle ScholarPubMed
Cox, M. V. (1985). Deictic and nondeictic interpretations of ‘in front of’ and ‘behind’ in fronted object tasks. International Journal of Behavioral Development, 8, 183–93CrossRefGoogle Scholar
Crain, S. (1982). Temporal terms: mastery by age five. Papers and Reports on Child Language Development, 21, 33–38Google Scholar
Crawley, R. A., and Stevenson, R. J. (1990). Reference in single sentences and in texts. Journal of Psycholinguistic Research 19(3), 191–210CrossRefGoogle ScholarPubMed
Croft, W. (1990). Typology and universals. Cambridge: Cambridge University Press
Cromer, R. F. (1974a). The cognitive hypothesis of language acquisition and its implications for child language deficiency. In D. Morehead and A. E. Morehead (eds.), Normal and deficient child language (pp. 283–333). Baltimore: University Park Press
Cromer, R. F. (1974b). The development of language and cognition: the cognition hypothesis. In B. Foss (ed.), New perspectives in child development. Harmondsworth: Penguin
Cromer, R. F. (1988). The cognitive hypothesis revisited. In F. S. Kessel (ed.), The development of language and language researchers: essays in honour of Roger Brown. Hillsdale, NJ: Erlbaum
Cziko, G. A. (1986a). A review of the state-process and punctual-nonpunctual distinctions in children’s acquisition of verbs. First Language, 9, 1–31CrossRefGoogle Scholar
Cziko, G. A. (1986b). Testing the language bioprogram hypothesis: a review of children’s acquisition of articles. Language, 62, 878–98CrossRef
Dahl, O. (1985). Tense and aspect systems. Oxford: Basil Blackwell
Danes, F. (1974). Functional sentence perspective and the organization of text. In F. Danes (ed.), Papers on functional sentence perspective (pp. 106–28). Prague: AcademiaCrossRef
Dasinger, L., and Toupin, C. (1994). The development of relative clause functions in narratives. In R. Berman and D. I. Slobin (eds.), Different ways of relating events in narrative: a crosslinguistic developmental study (pp. 457–514). Hillsdale, NJ: Lawrence Erlbaum
de Lemos, C. (1981). Interactional processes in the child’s construction of language. In W. Deutsch (ed.), The child’s construction of language (pp. 57–76). New York: Academic Press
Villiers, P. A., and Villiers, J. G. (1974). On this, that, and the Other: nonegocentrism in very young children. Journal of Experimental Psychology, 18, 438–47Google Scholar
de Villiers, P. A., and de Villiers, J. G. (1979). Early language. London: Fontana
de Weck, G. (1991). La cohésion dans les narrations d’enfants. Neuchâtel: Delachaux et Niestlé
Weck, G., and Schneuwly, B. (1994). Anaphoric procedures in four types of texts written by children. Discourse Processes, 17, 465–77CrossRefGoogle Scholar
Denis, M. (1991). Image and cognition. New York: Harvester Wheatsheaf
Deutsch, W. C., Koster, C., and Koster, J. (1986). What can we learn from children’s errors in understanding anaphora?Linguistics, 24, 203–25CrossRefGoogle Scholar
Deutsch, W. C., and Koster, J. (1982). Children’s interpretation of sentence-internal anaphora. Papers and Reports on Child Language Development, 21, 39–45Google Scholar
Di Paolo, M., and Smith, C. S. (1978). Cognitive and linguistic factors in the acquisition of temporal and aspectual expressions. In P. French (ed.), The development of meaning. Tokyo: Bunka Hyoron
Dore, J. (1974). A pragmatic description of early language development. Journal of Psycholinguistic Research, 4, 343–50CrossRefGoogle Scholar
Dore J. (1979). Conversational acts and the acquisition of language. In E. Ochs and B. Schieffelin (eds.), Developmental pragmatics. New York: Academic Press
Dowty, D. R. (1979). Word meaning and Montague grammar. Dordrecht: Reidel
Dowty, D. R. (1982). Tenses, time adverbials, and compositional semantic theory. Linguistics and Philosophy, 5, 23–55CrossRef
Dowty, D. R. (1986). The effects of aspectual classes on the temporal structure of discourse: semantics or pragmatics?Linguistics and Philosophy, 9, 37–61
Dromi, E. (1979). More on the acquisition of locative prepositions: an analysis of Hebrew data. Journal of Child Language, 6, 547–62CrossRefGoogle ScholarPubMed
Dry, H. (1981). Sentence aspect and the movement of narrative time. Text, 1, 233–40CrossRefGoogle Scholar
Dry H. (1983). The movement of narrative time. Journal of Literary Semantics, 12, 19–53
Duchan, J. F., Bruder, G. A., and Hewitt, L. E. (eds.). (1995). Deixis in narrative: a cognitive science perspective. Hillsdale, NJ: Lawrence Erlbaum
Ehlich, K. (1982). Anaphora and deixis: same, similar, or different? In R. Jarvella and W. Klein (eds.), Speech, place, and action: studies in deixis and related topics. New York: Wiley
Ehrich, V. (1981). L’usage des prépositions indexicales dans un discours descriptif: la perspective déictique et la perspective inhérente. In C. Schwarze (ed.), Analyse des prépositions (pp. 224–50). Tübingen: Max Niemeyer Verlag
Ehrich, V. (1982). Discourse organization and sentence form in child language: how children describe rooms. Papers and Reports on Child Language Development, 21, 55–62
Ehrich, V., and Koster, C. (1983). Discourse organization and sentence form: the structure of room descriptions in Dutch. Discourse Processes, 6, 169–95CrossRefGoogle Scholar
Ehrlich, M.-F. (1994). Mémoire et compréhension du langage. Lille: Presses Universitaires de Lille
Ehrlich, M.-F. (1999). Metacognitive monitoring of text cohesion in children. In H. van Oostendorp and S. R. Goldman (eds.), The construction of mental representation during reading. Mahwah, NJ: Erlbaum
Ehrlich, M.-F., Rémond, M., and Tardieu, H. (1999). Processing of anaphoric devices in young skilled and less skilled comprehenders: differences in metacognitive monitoring. Reading and Writing: An Interdisciplinary Journal, 11, 29–63CrossRefGoogle Scholar
Ehrlich, S. (1987). Aspect, foregrounding and point of view. Text, 7, 363–76CrossRefGoogle Scholar
Ehrlich S. (1988). Cohesive devices and discourse competence. World Englishes, 7, 111–18CrossRef
Eimas, P. D., and Quinn, P. C. (1994). Studies on the formation of perceptually based basic-level categories in young infants. Child Development, 65, 903–17CrossRefGoogle ScholarPubMed
Eisenberg, A. R. (1985). Learning to describe past experiences in conversation. Discourse Processes, 8, 177–204CrossRefGoogle Scholar
Eisenberg, A. R., Kako, E. T., Highter, M., and McGraw, N. (1998). Speaking of motion: verb use in English and Spanish. Language and Cognitive Processes, 13(5), 521–49Google Scholar
Emslie, H. C., and Stevenson, R. J. (1981). Pre-school children’s use of the articles in definite and indefinite referring expressions. Journal of Child Language, 8, 313–28CrossRefGoogle ScholarPubMed
Erbaugh, M. (1986). Taking stock: the development of Chinese noun classifiers historically and in young children. In C. Craig (ed.), Noun classes and categorization. Amsterdam: BenjaminsCrossRef
Ervin-Tripp, S. (1976). Is Sybil there? The structure of some American English directives. Language in Society, 5, 25–66CrossRefGoogle Scholar
Espéret, E. (1991). The development and role of narrative schema storytelling. In G. P.-L. Bonniec and M. Dolitsky (eds.), Language bases … discourse bases (pp. 209–27). Amsterdam: BenjaminsCrossRef
Farioli, F. (1979). L’identification de la coréférence pronominale chez les enfants de 5 à 11 ans. L’Année Psychologique, 79, 87–104CrossRefGoogle Scholar
Fayol, M. (1985). Le récit et sa construction: une approche de psychologie cognitive. Neuchâtel: Delachaux et Niestlé
Fayol, M. (1991). Stories: a psycholinguistic and ontogenetic approach to the acquisition of narrative abilities. In G. P.-L. Bonniec and M. Dolitsky (eds.), Language bases … discourse bases (pp. 229–43). Amsterdam: BenjaminsCrossRef
Fayol, M., Abdi, H., and Gombert, J.-E. (1989). Use of past tense verb inflections in French: developmental study of the interaction between type of process and context. European Bulletin of Cognitive Psychology, 9, 279–95Google Scholar
Fayol, M., Hickmann, M., Bonnotte, I., and Gombert, J.-E. (1993). The effects of narrative context on French verbal inflections: a developmental perspective. Journal of Psycholinguistic Research, 22(4), 453–78CrossRefGoogle Scholar
Feagans, L. (1980). Children’s understanding of some temporal terms denoting order, duration, and simultaneity. Journal of Psycholinguistic Research, 9, 41–57CrossRefGoogle ScholarPubMed
Ferreiro, E. (1971). Les relations temporelles dans le langage enfantin. Paris: Droz
Ferreiro, E., and Sinclair, H. (1971). Temporal relationships in language. International Journal of Psychology, 6(1), 39–47CrossRefGoogle Scholar
Fillmore, C. J. (1975). Santa Cruz lectures on deixis (1971). Bloomington: Indiana University Linguistics Club
Fillmore, C. J. (1982). A descriptive framework for spatial deixis. In R. Jarvella and W. Klein (eds.), Speech, place, and action: studies in deixis and related topics. New York: Wiley
Firbas, J. (1964). On defining the theme in functional sentence analysis. Travaux Linguistiques de Prague, 1, 267–80Google Scholar
Firbas J. (1966). Nonthematic subjects in contemporary English. Travaux Linguistiques de Prague, 2, 239–56
Firbas J. (1971). On the concept of communicative dynamism in the theory of functional sentence perspective. Studia Minora Facultatis Philosophicae Universitatis Brunensis, 135–44
Firbas J. (1992). Functional sentence perspective in written and spoken communication. Cambridge: Cambridge University Press
Fivush, R., Gray, J. T., and Fromhoff, F. A. (1987). Two-year-olds’ talk about the past. Cognitive Development, 2, 393–409CrossRefGoogle Scholar
Fivush, R., and Mandler, J. M. (1985). Developmental changes in the understanding of temporal sequence. Child Development, 56, 1437–46CrossRefGoogle ScholarPubMed
Fletcher, P. (1979). The development of the verb phrase. In P. Fletcher and M. Garman (eds.), Language acquisition (pp. 261–84). Cambridge: Cambridge University Press
Fletcher, P. (1981). Description and explanation in the acquisition of verb forms. Journal of Child Language, 8, 93–108
Fodor, F. J. (1983). The modularity of mind. Cambridge, MA: MIT Press
Foley, W. A., and van Valin, R. D. (1985). Functional syntax and universal grammar. Cambridge: Cambridge University Press
Foster-Cohen, S. H. (1994). Exploring the boundary between syntax and pragmatics: relevance and the binding of pronouns. Journal of Child Language, 21, 237–55CrossRefGoogle ScholarPubMed
Foster-Cohen S. H. (1996). Modularity and principles and parameters: avoiding the ‘cognitively ugly’. First Language, 16, 1–19CrossRef
Freeman, N. H., Lloyd, S. E., and Sinha, C. G. (1980). Infant search tasks reveal early concepts of containment and canonical usage of objects. Cognition, 8, 243–62CrossRefGoogle Scholar
French, L. A., and Brown, A. L. (1977). Comprehension of before and after in logical and arbitrary sequences. Journal of Child Language, 4, 247–56CrossRefGoogle Scholar
French, L. A., and Nelson, K. (1985). Children’s acquisition of relational terms: some is, ors, and buts. New York: Springer Verlag
Friedman, W. J. (1986). The development of children’s knowledge of temporal structure. Child Development, 57, 1386–400CrossRefGoogle ScholarPubMed
Friedman W. J. (1991). The development of children’s memory for past events. Child Development, 62, 139–55CrossRef
Friedman W. J. (1992). Children’s time memory: the development of differentiated past. Cognitive Development, 7(2), 171–87CrossRef
Friedman, W. J. (ed.) (1982). The developmental psychology of time. New York: Academic Press
Furrow, D., Murray, P., and Furrow, M. (1985–6). Spatial term use and its relation to language function at two developmental stages. First Language, 6, 41–51CrossRefGoogle Scholar
Gallaway, C., and Richards, B. J. (eds.). (1994). Input and interaction in language acquisition. Cambridge: Cambridge University Press
Garnham, A. (1989). A unified theory of the meanings of some spatial relational terms. Cognition, 31, 45–60CrossRefGoogle ScholarPubMed
Garnham, A., Oakhill, J. V., and Johnson-Laird, P. N. (1982). Referential continuity and the coherence of discourse. Cognition, 11, 29–46CrossRefGoogle ScholarPubMed
Garton, A. (1983). An approach to the study of determiners in early language development. Journal of Psycholinguistic Research, 12, 513–25CrossRefGoogle Scholar
Gerhardt, J. B., and Savasir, I. (1986). The use of the simple present in the speech of two three-year-olds: normativity not subjectivity. Language and Society, 15, 501–36CrossRefGoogle Scholar
Givón, T. (1976). Topic, pronoun, and grammatical agreement. In C. N. Li (ed.), Subject and topic (pp. 151–88). New York: Academic Press
Givón, T. (1983). Topic continuity in discourse: the functional domain of switch reference. In J. Haiman and P. Munro (eds.), Typological studies in language (Ⅱ, pp. 150–280). Amsterdam: BenjaminsCrossRef
Givón, T. (1987). Beyond foreground and background. In R. S. Tomlin (ed.), Coherence and grounding in discourse. Amsterdam: BenjaminsCrossRef
Gleitman, L. R., Gleitman, H., and Shipley, E. F. (1972). The emergence of the child as grammarian. Cognition, 1, 137–64CrossRefGoogle Scholar
Gombert, J.-E. (1990). Le développement métalinguistique: conscience et contrôle délibéré du langage chez l’enfant. Paris: Presses Universitaires de France
Goodluck, H. (1990). Knowledge integration in processing and acquisition: comments on Grimshaw and Rosen. In L. Frazier and J. de Villiers (eds.), Language processing and language acquisition (pp. 369–82). Norwell, MA: Kluwer AcademicCrossRef
Gopnik, A., and Choi, S. (1990). Do linguistic differences lead to cognitive differences? A cross-linguistic study of semantic and cognitive development. First Language, 10, 199–215CrossRefGoogle Scholar
Gopnik, A., and Meltzoff, A. N. (1986). Words, plans, things, and locations: interactions between semantic and cognitive development in the one-word stage. In S. A. Kuczaj Ⅱ and M. D. Barrett (eds.), The development of word meaning (pp. 199–223). Berlin: Springer VerlagCrossRef
Gopnik, M. (1989). The development of text competence. In M. E. Conte, and J. S. Petöfi and E. Sözer (eds.), Text and discourse connectedness: proceedings of the conference on connectivity and coherence. Amsterdam: BenjaminsCrossRef
Gordon, P. C., and Hendrick, R. (1997). Intuitive knowledge of linguistic co-reference. Cognition, 62, 325–70CrossRefGoogle ScholarPubMed
Grabowski, J., and Weiss, P. (1996). The prepositional inventory of languages: a factor that affects comprehension of spatial prepositions. Language Sciences, 18(1–2), 19–35CrossRefGoogle Scholar
Greenberg, J. H. (ed.) (1963). Universals of language. Cambridge, MA: MIT Press
Greenfield, P. M., and Smith, J. H. (1976). The structure of communication in early language development. New York: Academic Press
Grice, H. P. (1968). Utterer’s meaning, sentence-meaning, and word-meaning. Foundations of Language, 4, 1–18Google Scholar
Grice H. P. (1975). Logic and conversation. In P. Cole and J. L. Morgan (eds.), Syntax and semantics (Ⅲ. Speech acts, pp. 41–58). New York: Academic Press
Grice H. P. (1978). Further notes on logic and conversation. In P. Cole (ed.), Syntax and semantics (Ⅸ. Pragmatics, pp. 113–128). New York: Academic Press
Grice H. P. (1981). Presupposition and conversational implicature. In P. Cole (ed.), Radical pragmatics (pp. 183–98). New York: Academic Press
Grimshaw, J., and Rosen, S. T. (1990a). Knowledge and obedience: the developmental status of the binding theory. Linguistic Inquiry, 21, 203–25Google Scholar
Grimshaw, J., and Rosen, S. T. (1990b). Obeying the binding theory. In L. Frazier and J. de Villiers (eds.), Language processing and language acquisition (357–67). Norwell, MA: Kluwer Academic
Grodzinsky, Y., and Reinhart, T. (1993). The innateness of binding and coreference. Linguistic Inquiry, 24(1), 69–101Google Scholar
Gumperz, J. J., and Levinson, S. C. (eds.) (1996). Rethinking linguistic relativity. Cambridge: Cambridge University Press
Hakes, D. T. (1980). The development of metalinguistic abilities in children. Berlin: Springer Verlag
Halliday, M. A. K. (1975). Learning how to mean: explorations in the development of language. London: Edward Arnold
Halliday, M. A. K., and Hasan, R. (1976). Cohesion in English. London: Longman
Halpern, E., Corrigan, R., and Aviezer, O. (1983). In, on, and under. Examining the relationships between cognitive and language skills. International Journal of Behavioural Development, 6, 153–66CrossRefGoogle Scholar
Hamann, C. (1996). Null arguments in German child language. Language Acquisition, 5(3), 155–208CrossRefGoogle Scholar
Harner, L. (1975). Yesterday and tomorrow: development of early understanding of the terms. Developmental Psychology, 11, 864–5CrossRefGoogle Scholar
Harner L. (1976). Children’s understanding of linguistic reference to past and future. Journal of Psycholinguistic Research, 5, 65–84CrossRef
Harner L. (1980). Comprehension of past and future reference revisited. Journal of Experimental Child Psychology, 29, 170–82CrossRef
Harner L. (1981). Children talk about the time and aspect of actions. Child Development, 52, 498–506CrossRef
Harner L. (1982a). Immediacy and certainty: factors in understanding future reference. Journal of Child Language, 9, 115–24
Harner L. (1982b). Talking about the past and future. In W. J. Friedman (ed.), The developmental psychology of time. New York: Academic Press
Harris, L., and Strommen, E. (1972). The role of front-back features in children’s ‘front’, ‘back’ and ‘beside’ placements of objects. Merrill-Palmer Quarterly, 18, 259–71Google Scholar
Harris, M. (1992). Language experience and early language development: from input to uptake. Hillsdale, NJ: Lawrence Erlbaum
Harris, P. L., Kruithof, A., Meerum Terwogt, M., and Visser, T. (1981). Children’s detection and awareness of textual anomaly. Journal of Experimental Child Psychology, 31, 212–30CrossRefGoogle Scholar
Haviland, S. E., and Clark, H. H. (1974). What’s new? Acquiring new information as a process in comprehension. Journal of Verbal Learning and Verbal Behavior, 13, 512–21CrossRefGoogle Scholar
Hendriks, H. (1993). Motion and location in narrative discourse: a crosslinguistic and developmental perspective. Unpublished doctoral dissertation, University of Leiden
Hendriks, H., and Hickmann, M. (1998). Spatial reference and discourse cohesion: language acquisition by children and adults. In M. Pujol-Berché, L. Nussbaum and M. Llobera (eds.), Adquisición de lenguas extranjeras: perspectivas actuales en Europa (pp. 150–61). Madrid: C.I.D, Línea Metodológica de Edelsa
Hendriks, H., Hickmann, M., and Liang, J. (1998). The uses of temporal-aspectual devices by Chinese children: semantic and discourse determinants. In B. K. T’sou (ed.), Studia linguistica serica, proceedings of the Third International Conference on Chinese Linguistics (pp. 225–42). Hong Kong: Language Information Research Center
Herskovits, A. (1986). Language and spatial cognition: an interdisciplinary study of the prepositions in English. Cambridge: Cambridge University Press
Hickmann, M. (1978). Adult regulative speech in mother-child interaction. The Quarterly Newsletter of the Institute for Comparative Human Development, 2(2), 26–30Google Scholar
Hickmann M. (1980). Creating referents in discourse: a developmental analysis of linguistic cohesion. In J. Kreiman and E. Ojeda (eds.), Papers from the parasession on pronouns and anaphora (pp. 192–203). Chicago: Chicago Linguistic Society
Hickmann M. (1982). The development of narrative skills: pragmatic and metapragmatic aspects of discourse cohesion. Unpublished doctoral dissertation, University of Chicago
Hickmann M. (1986). Psychosocial aspects of language acquisition. In P. Fletcher and M. Garman (eds.), Language acquisition (2nd edn, pp. 9–29). Cambridge: Cambridge University PressCrossRef
Hickmann M. (1987a). The pragmatics of reference in child language: some issues in developmental theory. In M. Hickmann (ed.), Social and functional approaches to language and thought (pp. 165–84). Orlando: Academic Press
Hickmann M. (1991a). The development of discourse cohesion: some functional and cross-linguistic issues. In G. P.-L. Bonniec and M. Dolitsky (eds.), Language bases … discourse bases (pp. 157–85). Amsterdam: Benjamins
Hickmann M. (1991b). Review of The acquisition of narratives: learning to use language by M. G. W. Bamberg. Language, 67, 111–14
Hickmann M. (1993). The boundaries of reported speech in narrative discourse: some developmental aspects. In J. A. Lucy (ed.), Reflexive language: reported speech and metapragmatics (pp. 63–90). Cambridge: Cambridge University PressCrossRef
Hickmann M. (1995). Discourse organization and the development of reference to person, space, and time. In P. Fletcher and B. McWhinney (eds.), Handbook of child language (pp. 194–218). Oxford: Basil Blackwell
Hickmann M. (1996). Information status and grounding in children’s discourse: a crosslinguistic perspective. In J. Costermans and M. Fayol (eds.), Processing interclausal relationships in the production and comprehension of text (pp. 221–43). Mahwah, NJ: Lawrence Erlbaum
Hickmann M. (1998a). Form, function, and context in narrative development. Journal of Pragmatics, 29, 33–56CrossRef
Hickmann M. (1998b). On null subjects and other pronouns: syntactic and pragmatic approaches. In N. Dittmar and Z. Penner (eds.), Issues in the theory of language acquisition (pp. 143–75). Bern: Peter Lang
Hickmann M. (1998c). Person, space and information status in children’s narratives: A crosslinguistic analysis. Studi italiani di linguistica theorica e applicata, 1, 49–66
Hickmann M. (2000). Linguistic relativity and linguistic determinism: some new directions. Linguistics, 38(2), 409–34
Hickmann M. (2002). Motion and location in French: a developmental and crosslinguistic perspective. Paper presented at the international conference The categorization of spatial entities in language and cognition, Université Paul Sabaties, Toulouse, 10–12 January 2002
Hickmann, M. (ed.) (1987b). Social and functional approaches to language and thought. Orlando, FL: Academic Press
Hickmann, M., and Hendriks, H. (1999). Cohesion and anaphora in children’s narratives: a comparison of English, French, German, and Chinese. Journal of Child Language, 26, 419–52CrossRefGoogle ScholarPubMed
Hickmann, M., Hendriks, H., and Liang, J. (1989). Diskurskohäsion im Erstspracherwerb: Eine sprachvergleichende Untersuchung. Zeitschrift für Literaturwissenschaft und Linguistik, 73, 53–74Google Scholar
Hickmann, M., Hendriks, H., and Roland, F. (1998). Référence spatiale dans les récits d’enfants français: perspective inter-langues. Langue Française, 118, 104–23CrossRefGoogle Scholar
Hickmann, M., Hendriks, H., Roland, F., and Liang, J. (1994). The development of reference to person, time, and space: a coding manual. Nijmegen: Max-Planck Institute for Psycholinguistics
Hickmann, M., Hendriks, H., Roland, F., and Liang, J. (1996). The marking of new information in children’s narratives: a comparison of English, French, German, and Mandarin Chinese. Journal of Child Language, 23, 591–619CrossRef
Hickmann, M., Kail, M., and Roland, F. (1995). Cohesive anaphoric relations in French children’s narratives as a function of mutual knowledge. First Language, 15, 277–300CrossRefGoogle Scholar
Hickmann, M., and Liang, J. (1990). Clause-structure variation in Chinese narrative discourse: a developmental analysis. Linguistics, 28, 1167–200CrossRefGoogle Scholar
Hickmann, M., and Schneider, P. (1993). Children’s ability to restore the referential cohesion of stories. First Language, 13, 169–202CrossRefGoogle Scholar
Hickmann, M., and Schneider, P. (2000). Cohesion and coherence anomalies and their effects on children’s referent introduction in narrative retell. In M. Perkins and S. Howard (eds.), New directions in language development and disorders (pp. 251–60). New York: Kluwer Academic/Plenum PublishersCrossRef
Hickmann, M., and Schneider, P. (2002). The effects of cohesion and coherence anomalies on children’s story recall. Manuscript
Hickmann, M., and Wertsch, J. V. (1978). Adult-child discourse in problem-solving situations. In Papers from the fourteenth regional meeting of the Chicago Linguistic Society (pp. 133–143). Chicago: Chicago Linguistic Society
Hill, C. (1982). Up/down, front/back, left/right: A contrastive study of Hausa and English. In J. Weissenborn and W. Klein (eds.), Here and there (pp. 13–42). Amsterdam: BenjaminsCrossRef
Hinrichs, E. (1986). Temporal anaphora in discourses of English. Linguistics and Philosophy, 9, 63–82Google Scholar
Hirsh-Pasek, K., and Golinkoff, R. M. (1996). The origins of grammar: evidence from early language comprehension. Cambridge, MA: MIT Press
Hopper, P. J. (1979a). Aspect and foregrounding in discourse. In T. Givón (ed.), Syntax and semantics (Ⅻ. Discourse and syntax). New York: Academic Press
Hopper, P. J. (1979b). Some observations on the typology of focus and aspect in narrative language. Studies in language, 3(1), 37–64CrossRef
Hopper, P. J. (ed.) (1982). Tense and aspect: between syntax and semantics. Amsterdam: Benjamins
Hopper, P. J., and Thompson, S. A. (1980) Transitivity in grammar and discourse. Language 56(2), 251–99CrossRefGoogle Scholar
Huang, C. T. (1984). On the distance and reference of empty pronouns. Linguistic Inquiry, 15, 531–74Google Scholar
Hudson, J. A., and Nelson, K. (1983). Effects of script structure on children’s story recall. Developmental Psychology, 19, 625–35CrossRefGoogle Scholar
Hudson, J. A., Fivush, R., and Kuebli, J. (1992). Scripts and episodes: the development of event memory. Applied Cognitive Psychology, 6(6), 483–505CrossRefGoogle Scholar
Humblot, L. (1998). Genèse des marqueurs linguistiques d’orientation spatiale. Unpublished doctoral thesis, Université de Caen
Hupet, M., and Kreit, B. (1983). L’articulation d’information ‘connue’ et ‘nouvelle’ dans le langage de l’enfant de 3 à 12 ans. Archives de Psychologie, 51, 189–204Google Scholar
Huxley, R. (1970). The development of the correct use of subject personal pronouns in two children. In G. B. Flores d’Arcais and W. J. M. Levelt (eds.), Advances in psycholinguistics (pp. 141–65). Amsterdam: North-Holland
Hyams, N. (1986). Language acquisition and theory of parameters. Dordrecht: Reidel
Hyams, N. (1987). The theory of parameters and syntactic development. In T. Roeper and E. Williams (eds.), Parameter setting (pp. 1–22). Dordrecht: ReidelCrossRef
Hyams, N. (1989).Hyams, N. The null subject parameter in language acquisition. In O. Jaeggli and K. J. Safir (eds.), The null subject parameter (pp. 215–38). Dordrecht: Kluwer Academic
Hyams, N. (1992a). Morphosyntactic development in Italian and its relevance to parameter-setting models: comments on the paper by Pizzuto and Caselli. Journal of Child Language, 19, 695–709CrossRef
Hyams, N. (1992b). A reanalysis of null subjects in child language. In J. Weissenborn, H. Goodluck and T. Roeper (eds.), Theoretical issues in language acquisition: continuity and change in development (pp. 249–67). Hillsdale, NJ: Lawrence Erlbaum
Hyams, N., and Wexler, K. (1993). On the grammatical basis of null subjects in child language. Linguistic Inquiry, 24, 421–60Google Scholar
Ingram, D., and Shaw, C. (1988). The comprehension of pronominal reference in children. Canadian Journal of Linguistics, 33, 395–407CrossRefGoogle Scholar
Jackendoff, R. (1996). The architecture of the linguistic-spatial interface. In P. Bloom, M. A. Peterson, L. Nadel, and M. F. Garrett (eds.), Language and space. Cambridge, MA: MIT Press
Jaeggli, O., and Safir, K. J. (1989). The null subject parameter. Dordrecht: Kluwer Academic
Jakobson, R. (1971). Shifters, verbal categories, and the Russian verb. In R. Jakobson (ed.), Selected writings Ⅱ, Word, Language. The Hague: MoutonCrossRef
Jakubowicz, C. (1991). Binding principles and acquisition facts revisited. Paper presented at the North Eastern Linguistic Society, GLSA, Amherst, MA
Jakubowicz, C. (1994). Reflexives in French and Danish: morphology, syntax and acquisition. In B. Lust, G. Hermon, and J. Kornfilt (eds.), Syntactic theory and first language acquisition: crosslinguistic perspectives (Ⅱ, pp. 115–44). Hillsdale, NJ: Lawrence Erlbaum
Jakubowicz, C., Müller, N., Riemer, B., and Rigaut, C. (1996). The case of subject and object omission in French and German. Paper presented at the 21st Annual Boston University Conference on Language Development
Jakubowicz, C., and Rigaut, C. (1997). L’acquisition des clitiques nominatifs et des clitiques objets en français. In A. Zribi-Hertz (ed.), Les pronoms: morphologie, syntaxe et typologie (pp. 57–99). Vincennes: Presses Universitaires de Vincennes
Jarvella, R., and Klein, W. (eds.). (1982). Speech, place, and action: studies in deixis and related topics. New York: Wiley
Jisa, H. (1984–5). French preschoolers’ use of et pis (‘and then’). First Language, 5, 169–84CrossRefGoogle Scholar
Jisa H. (1987). Sentence connectors in French children’s monologue performance. Journal of Pragmatics, 11, 607–21CrossRef
Johnson, C. J. (1985). The emergence of present perfect verb forms: semantic influences on selective imitation. Journal of Child Language, 12, 325–52CrossRefGoogle ScholarPubMed
Johnson, H. L. (1975). The meaning of before and after for preschool children. Journal of Experimental Child Psychology, 19, 88–99CrossRefGoogle ScholarPubMed
Johnson-Laird, P. N. (1983). Mental models. Cambridge, MA: Harvard University Press
Johnston, J. R. (1984). Acquisition of locative meanings: behind and in front of. Journal of Child Language, 11, 407–22CrossRefGoogle ScholarPubMed
Johnston J. R. (1985). Cognitive prerequisites: the evidence from children’s learning English. In D. I. Slobin (ed.), The crosslinguistic study of language acquisition. Hillsdale, NJ: Lawrence Erlbaum
Johnston J. R. (1988a). Children’s verbal representation of spatial location. In J. Stiles-Davis, M. Kritchevsky, and U. Bellugi (eds.), Spatial cognition (pp. 195–205). Hillsdale, NJ: Lawrence Erlbaum
Johnston J. R. (1988b). Perceptual aspects of spatial cognitive development. In J. Stiles-Davis, M. Kritchevsky, and U. Bellugi (eds.), Spatial cognition. Hillsdale, NJ: Lawrence Erlbaum
Johnston, J. R., and Slobin, D. I. (1979). The development of locative expressions in English, Italian, Serbo-Croatian and Turkish. Journal of Child Language, 6, 529–45CrossRefGoogle ScholarPubMed
Kail, M. (1976). Stratégies de compréhension des pronoms personnels chez le jeune enfant. Enfance, 3–4, 447–66CrossRefGoogle Scholar
Kail, M. (1998). Referent introduction in narratives as a function of mutual knowledge: a developmental comparison between French and Spanish. Psychology of Language and Communication, 2, 23–46
Kail, M., and Charvillat, A. (1988). Local and topological processing in sentence comprehension by French and Spanish children. Journal of Child Language, 15, 637–62CrossRefGoogle ScholarPubMed
Kail, M., and Hickmann, M. (1992). French children’s ability to introduce referents in narratives as a function of mutual knowledge. First Language, 12, 73–94CrossRefGoogle Scholar
Kail, M., and Léveillé, M. (1977). Compréhension de la coréférence des pronoms personnels chez l’enfant et l’adulte. L’Année Psychologique, 77, 79–94CrossRefGoogle Scholar
Kail, M., and Sanchez y Lopez, I. (1997). Referent introductions in Spanish children’s narratives as a function of contextual constraints: a crosslinguistic perspective. First Language, 17, 103–30CrossRefGoogle Scholar
Kamp, H. (1979). Events, instants, and temporal reference. In R. Bäuerle, U. Egli and A. von Stechow (eds.), Semantics from different points of view (pp. 376–417). Berlin: SpringerCrossRef
Kamp, H. (1981). A theory of truth and semantic representation. In J. Groendijk and T. J. Stokhof (eds.), Formal methods in the study of language. Amsterdam: Mathematisch Centrum
Karmiloff-Smith, A. (1977). More about the same: children’s understanding of post-articles. Journal of Child Language, 4, 377–94CrossRefGoogle Scholar
Karmiloff-Smith A. (1979). A functional approach to child language: a study of determiners and reference. Cambridge: Cambridge University Press
Karmiloff-Smith A. (1981). The grammatical marking of thematic structure in the development of language production. In W. Deutsch (ed.), The child’s construction of language (pp. 121–47). New York: Academic Press
Karmiloff-Smith A. (1984). Children’s problem-solving. In M. E. Lamb, A. L. Brown, and B. Rogoff (eds.), Advances in developmental psychology (Ⅲ, pp. 39–90). Hillsdale, NJ: Erlbaum
Karmiloff-Smith A. (1985). Language and cognitive processes from a developmental perspective. Language and Cognitive Processes, 1, 61–85CrossRef
Karmiloff-Smith A. (1986). From meta-processes to conscious access: evidence from children’s metalinguistic and repair data. Cognition, 23, 95–147CrossRef
Karmiloff-Smith A. (1987). Function and process in comparing language and cognition. In M. Hickmann (ed.), Social and functional approaches to language and thought (pp. 185–202). Orlando, FL: Academic Press
Karmiloff-Smith A. (1992). Beyond modularity: a developmental perspective on cognitive science. Cambridge, MA: MIT Press
Karmiloff-Smith, A., Johnson, H., Grant, J., Jones, M.-C., Karmiloff, Y.-N., Bartrip, J., and Cuckle, P. (1993). From sentential to discourse functions: detection and explanation of speech repairs by children and adults. Discourse Processes, 16, 565–89CrossRefGoogle Scholar
Keenan, E. O. (1974). Conversational competence in children. Journal of Child Language, 1, 163–83CrossRefGoogle Scholar
Keenan E. O. (1977). Making it last: repetition in children’s discourse. In S. Ervin-Tripp and C. Mitchell-Kernan (eds.), Child discourse (pp. 125–38). New York: Academic PressCrossRef
Keenan, E. O., and Klein, E. (1975). Coherency in children’s discourse. Journal of Psycholinguistic Research, 4(4), 365–78CrossRefGoogle Scholar
Keenan, E. O., and Schieffelin, B. B. (1976). Topic as a discourse notion: a study of topic in the conversations of children and adults. In C. N. Li (ed.), Subject and topic (pp. 335–84). New York: Academic Press
Kemper, S. (1984). The development of narrative skills: explanations and entertainments. In S. A. Kuczaj Ⅱ (ed.), Discourse development. New York: Springer VerlagCrossRef
Kern, S. (1997). Comment les enfants jonglent avec les contraintes communicationnelles, discursives et linguistiques dans la production d’une narration. Unpublished doctoral dissertation, Université Lumière-Lyon 2
Kernan, T. (1977). Semantic and expressive elaboration in children’s narratives. In S. Ervin-Tripp and C. Mitchell-Kernan (eds.), Child discourse. New York: Academic PressCrossRef
Kim, J. J. (1993). Null subjects: comments on Valian (1990). Cognition, 46, 183–93CrossRefGoogle Scholar
Klein, W. (1994). Time in language. London: Routledge
Klein, W., and Nüsse, R. (1997). La complexité du simple: l’expression de la spatialité dans le langage humain. In M. Denis (ed.), Langage et cognition spatiale. Paris: Masson
Klein, W., and Stutterheim, C. (1978). Quaestio und referentielle Bewegung in Erzählungen. Linguistische Berichte, 132, 77–115Google Scholar
Kohlberg, L., Yaeger, J., and Hjertholm, E. (1968). Private speech: four studies and a review of theories. Child Development, 39, 691–736CrossRefGoogle Scholar
Köhler, K., and Bruyère, S. (1995–6). Finiteness and verb placement in the L1 acquisition of German. Wiener Linguistische Gazette 53–54, 63–86
Kuczaj, S. A. II, and Maratsos, M. P. (1975). On the acquisition of front, back, and side. Child Development, 46, 202–10CrossRefGoogle Scholar
Labov, W., and Waletsky, J. (1967). Narrative analysis: oral versions of personal experience. In J. Helm (ed.), Essays on the verbal and the visual arts. Seattle: University of Washington Press
Lambrecht, K. (1981). Topic, antitopic, and verb agreement in non-standard French. Amsterdam: Benjamins
Lambrecht, K. (1987). On the status of SVO sentences in French discourse. In R. S. Tomlin (ed.), Coherence and grounding in discourse. Amsterdam: BenjaminsCrossRef
Lambrecht, K. (1994). Information structure and sentence form. Cambridge: Cambridge University Press
Landau, B. (1996). Multiple geometric representations of objects in languages and language learners. In P. Bloom, M. A. Peterson, L. Nadel, and M. F. Garrett (eds.), Language and space (pp. 317–65). Cambridge, MA: MIT Press
Landau, B., and Jackendoff, R. (1993). ‘What’ and ‘where’ in spatial language and spatial cognition. Behavioral and Brain Sciences, 16(2), 217–65CrossRefGoogle Scholar
Landau, B., and Stecker, D. S. (1990). Objects and places: geometric and syntactic representations in early lexical learning. Cognitive Development, 5, 287–312CrossRefGoogle Scholar
Langer, J. (2001). The mosaic evolution of cognitive and linguistic ontogeny. In M. Bowerman and S. C. Levinson (eds.), Language acquisition and conceptual development (pp. 19–44). Cambridge: Cambridge University PressCrossRef
Laurendeau, M., and Pinard, A. (1968). Les premières notions spatiales de l’enfant. Neuchâtel: Delachaux & Niestlé
Lécuyer, R. (1989). Bébés astronomes, bébés psychologues: l’intelligence de la première année. Brussels: Mardaga
Lécuyer, R., Streri, A., and Pêcheux, M.-G. (1996). Le développement cognitif du nourrisson. Paris: Nathan
Levelt, W. J. M. (1981). The speaker’s linearization problem. Philosophical Transactions of the Royal Society of London, Series B, 295, 305–15CrossRefGoogle Scholar
Levelt W. J. M. (1984). Some perceptual limitations on talking about space. In A. J. van Doorn, W. A. van der Grind, and J. J. Koenderink (eds.), Limits in perception (pp. 323–58). Utrecht: VNU Science Press
Levine, S. C., and Carey, S. (1982). Up front: the acquisition of a concept and a word. Journal of Child Language, 9, 645–57CrossRefGoogle ScholarPubMed
Levinson, S. C. (1987). Pragmatics and the grammar of anaphora: a partial pragmatic reduction of binding and control phenomena. Journal of Linguistics, 23, 379–434CrossRefGoogle Scholar
Levinson, S. C. (1983). Pragmatics. Cambridge: Cambridge University Press
Levinson, S. C. (1991). Relativity in spatial conception and description (Working Paper No. 1, Cognitive Anthropology Research Group). Nijmegen: Max-Planck Institute for Psycholinguistics
Levinson, S. C. (1994). Vision, shape, and linguistic description: Tzeltal body-part terminology and object description. Linguistics, 32, 791–855
Levinson, S. C. (1996). Relativity in spatial conception and description. In J. J. Gumperz and S. C. Levinson (eds.), Rethinking linguistic relativity. Cambridge: Cambridge University Press
Levinson, S. C. (1997). From outer to inner space: linguistic categories and non-linguistic thinking. In J. Nuyts and E. Pederson (eds.), Language and conceptualization (pp. 13–45). Cambridge: Cambridge University Press
Levy, E. (1989). Monologue as development of the text-forming function of language. In K. Nelson (ed.), Narratives from the crib (pp. 123–70). Cambridge, MA: Harvard University Press
Levy, E., and Nelson, K. (1994). Words in discourse: a dialectical approach to the acquisition of meaning and use. Journal of Child Language, 21(2), 367–89CrossRefGoogle Scholar
Li, C. N., and Thompson, S. A. (1976). Subject and topic: a new typology of language. In C. N. Li (ed.), Subject and topic (pp. 457–89). New York: Academic Press
Li, C. N., and Thompson, S. A. (1979). Third person pronouns and zero-anaphora in Chinese discourse. In T. Givón (ed.), Syntax and semantics (Ⅻ, pp. 311–35). New York: Academic Press
Li, C. N., and Thompson, S. A. (1981). Mandarin Chinese: a functional reference grammar. Berkeley: University of California Press
Li, C. N., Thompson, S. A., and McMillan Thompson, R. (1982). The discourse motivation for the perfect aspect: the Mandarin particle le. In P. J. Hopper (ed.), Tense and aspect: between syntax and semantics. Amsterdam: BenjaminsCrossRef
Li, P. (1988). Acquisition of spatial reference in Chinese. In P. Jordens and J. Lalleman (eds.), Language development. Dordrecht: Foris
Li, P. (1990). Aspect and Aktionsart in child Mandarin. Unpublished doctoral dissertation, Rijksuniversiteit Leiden
Li, P., MacWhinney, B., and Bates, E. (1991). Processing a language without inflections: an on-line study of sentence interpretation in Chinese (CRL Technical Report 9102). San Diego: Center for Research in Language, University of California, San Diego
Lightfoot, D. (1991). How to set parameters: arguments from language change. Cambridge, MA: MIT Press
Lillo-Martin, D. (1992). Comments on Hyams and Weissenborn: on licensing and identification. In J. Weissenborn, H. Goodluck, and T. Roeper (eds.), Theoretical issues in language acquisition (pp. 301–8). Hillsdale, NJ: Lawrence Erlbaum
Lloyd, P. (1991). Strategies in children’s route directions. Journal of Child Language, 18, 171–89CrossRefGoogle ScholarPubMed
Lloyd, S. E., and Freeman, N. H. (1983). Infant search strategies with containers that move but do not alter the location at which contents can be found. Journal of Experimental Child Psychology, 35, 449–56CrossRefGoogle ScholarPubMed
Lloyd, S. E., Sinha, C. G., and Freeman, N. H. (1981). Spatial reference systems and the canonicality effect in infant search. Journal of Experimental Child Psychology, 32, 1–10CrossRefGoogle Scholar
Lucy, J. A. (1992a). Grammatical categories and cognition: a case study of the linguistic relativity hypothesis. Cambridge: Cambridge University Press
Lucy, J. A. (1992b). Language diversity and thought: a reformulation of the linguistic hypothesis. Cambridge: Cambridge University Press
Lucy, J. A. (1996).Lucy, J. A. The scope of linguistic relativity: an analysis and review of empirical research. In J. J. Gumperz and S. C. Levinson (eds.), Rethinking linguistic relativity (pp. 37–69). Cambridge: Cambridge University Press
Lucy, J. A., and Wertsch, J. V. (1987). Vygotsky and Whorf: a comparative analysis. In M. Hickmann (ed.), Social and functional approaches to language and thought (pp. 67–86). Orlando, FL: Academic Press
Lurçat, L. (1976). L’enfant et l’espace: le rôle du corps. Paris: Presses Universitaires de France
Lust, B., and Mangione, L. (1983). The principal branching direction parameter in first language acquisition of anaphora. In P. Sells and C. Jones (eds.), Proceedings of the 13th Annual Meeting of the North East Linguistics Society (pp. 145–60). Amherst, MA: GLSA, University of Massachusetts
Lust, B. (ed.). (1986). Studies in the acquisition of anaphora. Dordrecht: Reidel
Lust, B., and Chien, Y.-C. (1984). The structure of coordination in first language acquisition of Mandarin Chinese: evidence for a universal. Cognition, 17, 49–83CrossRefGoogle ScholarPubMed
Lyons, J. (1975). Deixis as the source of reference. In E. L. Keenan (ed.), Formal semantics of natural language (pp. 61–83). London: Cambridge University PressCrossRef
Lyons, J. (1977). Semantics. Cambridge: Cambridge University Press
MacWhinney, B. (1977). Starting points. Language, 53, 152–68CrossRefGoogle Scholar
MacWhinney, B., and Bates, E. (1978). Sentential devices for conveying givenness and newness: a cross-cultural developmental study. Journal of Verbal Learning and Verbal Behavior, 17, 539–58CrossRefGoogle Scholar
MacWhinney, B., and Bates, E. (eds.) (1989). The cross-linguistic study of sentence processing. Cambridge: Cambridge University Press
MacWhinney, B., Bates, E., and Kliegel, R. (1984). Cue validity and sentence interpretation in English, German, and Italian. Journal of Verbal Learning and Verbal Behavior, 23, 127–50CrossRefGoogle Scholar
Mandler, J. M. (1978). A code in the node: the use of a story schema in retrieval. Discourse Processes, 1, 14–35CrossRefGoogle Scholar
Mandler, J. M. (1992). How to build a baby: conceptual primitives. Psychological Review, 99, 587–604CrossRef
Mandler, J. M. (1996). Preverbal representation of language. In P. Bloom, M. A. Peterson, L. Nadel, and M. F. Garrett (eds.), Language and space (pp. 365–82). Cambridge, MA: MIT Press
Mandler, J. M. (1998). Representation. In W. Damon, D. Kuhn, and R. S. Siegler (eds.), Handbook of child psychology (Ⅰ, pp. 255–308). New York: Wiley
Mandler, J. M., and DeForest, M. (1979). Is there more than one way to recall a story?Child Development, 50, 886–9CrossRefGoogle Scholar
Mandler, J. M., and Johnson, N. S. (1977). Remembrance of things passed: story structure and recall. Cognitive Psychology, 9, 111–51CrossRefGoogle Scholar
Mapstone, E. R., and Harris, P. L. (1985). Is the English present progressive unique?Journal of Child Language, 12, 433–41CrossRefGoogle ScholarPubMed
Maratsos, M. P. (1974). Preschool children’s use of definite and indefinite articles. Child Development, 45, 446–55CrossRefGoogle Scholar
Mararsos, M. P. (1976). The use of definite and indefinite reference in young children. Cambridge: Cambridge University Press
Markman, E. M. (1977). Realizing that you don’t understand: a preliminary investigation. Child Development, 48, 986–92Google Scholar
Markman, E. M. (1979). Realizing that you don’t understand: elementary school children’s awareness of inconsistencies. Child Development, 50, 643–55CrossRef
Markman, E. M. (1981). Comprehension monitoring. In W. P. Dickson (ed.), Children’s oral communication skills (pp. 61–84). New York: Academic Press
McCabe, A., and Peterson, C. (1991). Developing narrative structure. Hillsdale, NJ: Lawrence Erlbaum
McCartney, K. A., and Nelson, K. (1981). Children’s use of scripts in story recall. Discourse Processes, 4, 59–70CrossRefGoogle Scholar
McCutchen, D., and Perfetti, C. A. (1982). Coherence and connectedness in the development of discourse production. Text, 2, 113–39CrossRefGoogle Scholar
McGann, W., and Schwartz, A. (1988). Main character in children’s narratives. Linguistics, 21, 215–33Google Scholar
McShane, J., and Whittaker, S. (1988). The encoding of tense and aspect by three- to five-year-old children. Journal of Experimental Child Psychology, 45, 52–70CrossRefGoogle Scholar
McShane, J., Whittaker, S., and Dockwell, J. (1986). Verbs and time. In S. A. Kuczaj and M. D. Barrett (eds.), The development of word meaning (pp. 275–302). New York: SpringerCrossRef
Meisel, J. M. (1985). Les phases initiales du développement des notions temporelles, aspectuelles et de modes d’action. Lingua, 66, 321–74CrossRefGoogle Scholar
Menig-Peterson, C. L. (1975). The modification of communicative behavior in preschoolaged children as a function of the listener’s perspective. Child Development, 46, 1015–18CrossRefGoogle Scholar
Menig-Peterson, C. L., and McCabe, A. (1978). Children’s orientation of a listener to the context of their narratives. Developmental Psychology, 14, 582–92CrossRefGoogle Scholar
Miao, X.-C., and Zhu, M. S. (1992). Language development in Chinese children. In H. C. Chen and O. J. L. Tzeng (eds.), Language processing in Chinese. Amsterdam: Elsevier Science PublishersCrossRef
Miller, J., and Johnson-Laird, P. N. (1976). Language and perception. Cambridge, MA: Harvard University Press
Miller, P. J., and Sperry, L. L. (1988). Early talk about the past: the origins of conversational stories of personal experience. Journal of Child Language, 15, 293–315CrossRefGoogle ScholarPubMed
Min, R. (1994). The acquisition of referring expressions by young Chinese children. Unpublished doctoral dissertation, Katholieke Universiteit Nijmegen
Musatti, R., and Orsolini, M. (1993). Uses of past forms in the social pretend play of Italian children. Journal of Child Language, 20, 619–39CrossRefGoogle ScholarPubMed
Needham, A., and Baillargeon, R. (1993). Intuitions about support in 4.5-month-old infants. Cognition, 47, 121–48CrossRefGoogle ScholarPubMed
Nelson, K. (1989). Narratives from the crib. Cambridge, MA: Harvard University Press
Nelson, K. (1991). The matter of time: interdependencies between language and thought in development. In S. A. Gelman and J. P. Byrnes (eds.), Perspectives on language and cognition: interrelations in development. New York: Cambridge University PressCrossRef
Nelson, K. (1996). Language in cognitive development: the emergence of the mediated mind. New York: Cambridge University Press
Nelson, K. (ed.) (1986). Event knowledge: structure and function in development. Hillsdale, NJ: Lawrence Erlbaum
Nelson, K., and Gruendel, J. M. (1979). At morning it’s lunchtime: a scriptal view of children’s dialogues. Discourse Processes, 2, 73–94CrossRefGoogle Scholar
Nelson, K., and Gruendel, J. M. (1981). Generalized event representations: basic building blocks of cognitive development. In M. E. Lamb and A. L. Brown (eds.), Advances in developmental psychology (Ⅰ, pp. 131–58). Hillsdale, NJ: Lawrence Erlbaum
Nelson, K., and Levy, E. (1987). Development of referential cohesion in a child’s monologues. In R. Steele and T. Threadgold (eds.), Language topics: essays in honor of Michael Halliday (Ⅰ, pp. 119–36). Amsterdam: Benjamins
Nuyts, J., and Pederson, E. (1997). Language and conceptualization. Cambridge: Cambridge University Press
Oakhill, J., and Yuill, N. (1986). Pronoun resolution in skilled and less skilled comprehenders: effects of memory load and inferential complexity. Language and Speech, 29(1), 25–37CrossRefGoogle Scholar
Oakhill, J. V., and Garnham, A. (1988). Becoming a skilled reader. Oxford: Blackwell
Ochs, E., Schieffelin, B. B., and Platt, M. L. (1979). Propositions across utterances and speakers. In E. Ochs and B. B. Schieffelin (eds.), Developmental pragmatics (pp. 251–68). New York: Academic Press
O’Connell, B., and Gerard, A. (1985). Scripts and scraps: the development of sequential understanding. Child Development, 56, 671–81CrossRefGoogle Scholar
Olson, D., and Bialystok, E. (eds.) (1983). Spatial cognition: the structure and development of the mental representation of spatial relations. Hillsdale, NJ: Lawrence Erlbaum
Orsolini, M. (1990). Episodic structure in children’s fantasy narratives: ‘breakthrough’ to decontextualised discourse. Language and Cognitive Processes, 5(1), 53–79CrossRefGoogle Scholar
Orsolini, M., Rossi, F., and Pontecorvo, C. (1996). Re-introduction of referents in Italian children’s narratives. Journal of Child Language, 23, 465–86CrossRefGoogle ScholarPubMed
Oshima-Takane, Y., and Derat, L. (1996). Nominal and pronominal reference in maternal speech during the later stages of language acquisition: a longitudinal study. First Language, 16, 319–38CrossRefGoogle Scholar
Pascual-Leone, J. (1987). Organismic processes for neo-Piagetian theories: a dialectical account of cognitive development. International Journal of Psychology, 22(5–6), 531–70CrossRefGoogle Scholar
Pêcheux, M.-G. (1990). Le développement des rapports des enfants à l’espace. Paris: Nathan
Pederson, E., Danziger, E., Wilkins, D. P., Levinson, S. C., Kita, S., and Senft, G. (1998). Semantic typology and spatial conceptualization. Language and Speech, 74(3), 557–89Google Scholar
Peirce, C. S. (1931–5). Collected papers of C. S. Peirce (II). Cambridge, MA: Harvard University Press
Pellegrini, A. D. (1984). The effect of dramatic play on children’s generation of cohesive text. Discourse Processes, 7, 57–67CrossRefGoogle Scholar
Peterson, C. (1990). The who, when and where of early narratives. Journal of Child Language, 17, 433–55CrossRefGoogle ScholarPubMed
Peterson C. (1993). Identifying referents and linking sentences cohesively in narration. Discourse Processes, 16, 507–24CrossRef
Peterson, C., and Dodsworth, P. (1991). A longitudinal analysis of young children’s cohesion and noun specification in narratives. Journal of Child Language, 18, 397–415CrossRefGoogle ScholarPubMed
Peterson, C., and McCabe, A. (1983). Developmental psycholinguistics: three ways of looking at children’s narrative. New York: Plenum
Peterson, C., and McCabe, A. (1988). The connective AND as discourse glue. First Language, 8, 19–28CrossRef
Piaget, J. (1923). Le langage et la pensée chez l’enfant. Neuchâtel: Delachaux and Niestlé
Piaget, J. (1946). Le développement de la notion du temps. Paris: Presses Universitaires de France
Piaget, J., and Inhelder, B. (1947). La représentation de l’espace chez l’enfant. Paris: Presses Universitaires de France
Piérart, B. (1977). L’acquisition du sens des marqueurs de relation spatiale ‘devant’ et ‘derrière’. L’Année Psychologique, 77(1), 95–116CrossRefGoogle Scholar
Piérart B. (1978a). Acquisition du langage, patron sémantique et développement cognitif: observations à propos des prépositions spatiales ‘au-dessus de’, ‘en-dessous de’, ‘sous’ et ‘sur’. Enfance, 4–5, 197–208
Piérart B. (1978b). Genèse et structuration des marqueurs de relations spatiales entre trois et dix ans. Cahiers de l’Institut de Linguistique, 5(1–2), 41–59
Piérart B. (1998). Genèse et structuration des marqueurs de relations spatiales: apport des observations sur les handicapés mentaux modérés. L’Année Psychologique, 98(4), 593–638CrossRef
Pierce, A. (1994). On the differing status of subject pronouns in French and English child language. In B. Lust, G. Hermon, and J. Kornfilt (eds.), Syntactic theory and first language acquisition: crosslinguistic perspectives (II). Hillsdale, NJ: Lawrence ErlbaumGoogle Scholar
Pine, J. M., and Martindale, H. (1996). Syntactic categories in the speech of young children: the case of the determiner. Journal of Child Language, 23, 369–95CrossRefGoogle ScholarPubMed
Pineau, A., and Streri, A. (1985). Etude de l’invariance d’une relation spatiale chez les bébés de 4 à 9 mois: être entre deux objets. L’Année Psychologique, 85, 489–502CrossRefGoogle Scholar
Pinker, S. (1979). Formal models of language learning. Cognition, 7, 217–83CrossRefGoogle ScholarPubMed
Pinker, S. (1984). Language learnability and language development. Cambridge, MA: Harvard University Press
Pinker, S. (1989). Learnability and cognition: the acquisition of argument structure. Cambridge, MA: MIT Press
Pinol-Douriez, M. (1975). La construction de l’espace: étude génétique de l’intégration réciproque entre les réalisations posturo-cinétiques et les élaborations sémiotiques. Neuchâtel: Delachaux and Niestlé
Pizzuto, E., and Caselli, M. C. (1992). The acquisition of Italian morphology: implications for models of language development. Journal of Child Language, 19, 491–557CrossRefGoogle ScholarPubMed
Pléh, C. (1998). Early spatial case markers in Hungarian children. In E. V. Clark (ed.), Proceedings of the twenty-ninth annual child language research forum. Stanford, CA: Center for the Study of Language and Information
Poeppel, D., and Wexler, K. (1993). The full competence hypothesis of clause structure in early German. Language, 69(1), 1–33CrossRefGoogle Scholar
Power, R. J. D., and Dal Martello, M. F. (1986). The use of the definite and indefinite articles by Italian preschool children. Journal of Child Language, 13, 145–54CrossRefGoogle ScholarPubMed
Pratt, M. W., and MacKenzie-Keating, S. (1985). Organizing stories: effects of development and task difficulty on referential cohesion in narrative. Developmental Psychology, 21, 350–6CrossRefGoogle Scholar
Preece, A. (1987). The range of narrative forms conversationally produced by young children. Journal of Child Language, 14, 353–73CrossRefGoogle ScholarPubMed
Propp, V. (1979). Morphology of the folktale. Austin: University of Texas Press
Quasthoff, U. M., and Nikolaus, K. (1982). What makes a good story? Towards the production of conversational narratives. In A. Flammer and W. Kintsch (eds.), Discourse processing (pp. 16–28). New York: North Holland
Quinn, P. C. (1994). The categorization of above and below spatial relations by young infants. Child Development, 65, 58–69CrossRefGoogle ScholarPubMed
Quinn, P. C. (1998). Object and spatial categorisation in young infants: what and where in early visual perception. In A. Slater (ed.), Perceptual development: visual, auditory and speech perception in infancy (pp. 131–65). Hove, UK: Psychology Press
Quinn, P. C., and Eimas, P. D. (1986). On categorization in early infancy. Merrill-Palmer Quarterly, 32, 331–61Google Scholar
Radford, A. (1992). The grammar of ‘missing arguments’ in early child English. In R. Tracy (ed.), Who climbs the grammar-tree (pp. 179–203). Tübingen: Max Niemeyer VerlagCrossRef
Radford, A. (1994). Tense and agreement variability in child grammars of English. In B. Lust, M. Suñer and J. Whitman (eds.), Syntactic theory and first language acquisition: cross-linguistic perspectives (Ⅰ. Heads, projections, and learnability, pp. 135–57). Hillsdale, NJ: Larwrence Erlbaum
Reichenbach, H. (1947). Symbolic logic. Berkeley: University of California Press
Reinhart, T. (1983). Coreference and bound anaphora: a restatement of the anaphora questions. Linguistics and Philosophy, 6, 47–88CrossRefGoogle Scholar
Reinhart, T. (1984). Principles of Gestalt perception in the temporal organization of narrative texts. Linguistics, 22, 779–809
Reinhart, T. (1986). Center and periphery in the grammar of anaphora. In B. Lust (ed.), Studies in the acquisition of anaphora (Ⅰ, pp. 123–50). Dordrecht: ReidelCrossRef
Rispoli, M. (1990). Lexical assignability and perspective switch: the acquisition of verb subcategorization for aspectual inflections. Journal of Child Language, 17, 375–92CrossRefGoogle ScholarPubMed
Rispoli, M., and Bloom, Bloom L. (1985). Incomplete and continuing: theoretical issues in the acquisition of tense and aspect. Journal of Child Language, 12, 471–4CrossRefGoogle ScholarPubMed
Rivière, J., and Lécuyer, R. (2000). Spatial cognition in young children with motor impairment. Paper presented at the International Conference for Infant Studies, Brighton, UK, 16–19 July
Rizzi, L. (1994). Some notes on linguistic theory and language development: the case of root infinitives. Language Acquisition, 3(4), 371–93CrossRefGoogle Scholar
Robinson, E. J. (1981a). The child’s understanding of inadequate messages and communication failure: a problem of ignorance or egocentrism? In W. P. Dickson (ed.), Children’s communication skills (pp. 167–88). New York: Academic Press
Robinson, E. J. (1981b). Conversational tactics and the advancement of the child’s understanding about referential communication. In W. P. Robinson (ed.), Communication in development (pp. 235–58). New York: Academic Press
Robinson, E. J., and Robinson, W. P. (1976). The young child’s understanding of communication. Developmental Psychology, 12, 328–33CrossRefGoogle Scholar
Robinson, E. J. (1977a). Children’s explanations of communication failure and the inadequacy of the misunderstood message. Developmental Psychology, 13, 156–61CrossRef
Robinson, E. J. (1977b). Development in the causes of success and failure in verbal communication. Cognition, 5, 363–78CrossRef
Robinson, E. J. (1978). The roles of egocentrism and of weakness in comparing in children’s explanations of communication failure. Journal of Experimental Child Psychology, 26, 147–60CrossRef
Robinson, E. J. (1980). Egocentrism in verbal referential communication. In M. V. Cox (ed.), Are young children egocentric? (pp. 101–26). New York: St. Martin’s Press
Roeper, T., and Weissenborn, J. (1990). How to make parameters work. In L. Frazier and J. de Villiers (eds.), Language processing and language acquisition (pp. 147–62). Norwell, MA: Kluwer AcademicCrossRef
Sachs, J. (1979). Topic selection in parent-child discourse. Discourse Processes, 2, 145–53CrossRefGoogle Scholar
Sachs, J. (1983). Talking about the there and then: the emergence of displaced reference in parent-child discourse. In K. Nelson (ed.), Children's language (IV, pp. 1–28). Hillsdale, NJ: Lawrence Erlbaum
Saleemi, A. P. (1992). Universal grammar and language learnability. Cambridge: Cambridge University Press
Sano, T., and Hyams, N. (1994). Agreement, finiteness, and the development of null arguments. In M. Gonzalez (ed.), Proceedings of the 24th Annual Meeting of the North Eastern Linguistic Society 2 (pp. 543–58). Amherst, MA: GLSA, University of Massachusetts
Sauvaire, V., and Vion, M. (1989). Expression of the given/new contract in referential communication: a study of seven- and nine-year-old children. European Bulletin of Cognitive Psychology, 9, 431–49Google Scholar
Schiffrin, D. (1981). Tense variation in narrative. Language, 57, 45–62CrossRefGoogle Scholar
Schiffrin, D. (1990). Between text and context: deixis, anaphora, and the meaning of then. Text, 10, 245–70
Schneider, P., Williams, B., and Hickmann, M. (1997). Awareness of referential cohesion in stories: a comparison of children with and without language/learning disabilities. Journal of Speech-Language Pathology and Audiology, 21(1), 8–16Google Scholar
Scott, C. (1984). Adverbial connectivity in conversations of children 6 to 12. Journal of Child Language, 11, 423–52CrossRefGoogle ScholarPubMed
Sebastián, E., and Slobin, D. I. (1994). Development of linguistic forms: Spanish. In R. A. Berman and D. I. Slobin (eds.), Different ways of relating events in narrative: a crosslinguistic developmental study (pp. 239–84). Hillsdale, NJ: Lawrence Erlbaum
Shank, R. C., and Abelson, R. P. (1977). Scripts, plans, goals, and understanding. Hillsdale, NJ: Lawrence Erlbaum
Shapiro, L. R., and Hudson, J. A. (1991). Tell me a make-believe story: coherence and cohesion in young children’s picture elicited narratives. Developmental Psychology, 27(6), 960–74CrossRefGoogle Scholar
Shapiro, L. R., and Hudson, J. A. (1997). Coherence and cohesion in children’s stories. In J. Costermans and M. Fayol (eds.), The processing of interclausal relations (pp. 23–48). Oxford: Blackwell
Sheldon, A. (1977). The acquisition of relative clauses in French and English: implications for language-learning universals. In F. R. Eckman (ed.), Current themes in linguistics: bilingualism, experimental linguistics, and language typologies (pp. 49–70). New York: Wiley
Silva, M. N. (1991). Simultaneity in children’s narratives: the case of when, while and as. Journal of Child Language, 18, 641–62CrossRefGoogle ScholarPubMed
Silverstein, M. (1976a). Hierarchy of features and ergativity. In R. M. W. Dixon (ed.), Grammatical categories in Australian languages (pp. 112–71). (Linguistic Series 22, Institute of Aboriginal Studies, Canberra). Atlantic Highlands, NJ: Humanities Press
Siverstein, M. (1976b). Shifters, linguistic categories, and cultural description. In K. H. Basso and H. A. Selby (eds.), Meaning in anthropology (pp. 11–55). Albuquerque: University of New Mexico Press
Siverstein, M. (1987a). Cognitive implications of a referential hierarchy. In M. Hickmann (ed.), Social and functional approaches to language and thought (pp. 125–64). Orlando, FL: Academic Press
Siverstein, M. (1987b). The three faces of ‘function’: preliminaries to a psychology of language. In M. Hickmann (ed.), Social and functional approaches to language and thought (pp. 17–38). Orlando, FL: Academic Press
Slobin, D. I. (1970). Universals of grammatical development in children. In G. B. Flores d’Arcais and W. J. M. Levelt (eds.), Advances in psycholinguistics (pp. 174–86). Amsterdam: North Holland
Slobin, D. I. (1973). Cognitive prerequisites for the development of grammar. In C. A. Ferguson and D. I. Slobin (eds.), Studies of child language development (pp. 175–208). New York: Holt, Rinehart & Winston
Slobin, D. I. (1982). Universal and particular in the acquisition of language. In E. Wanner and L. Gleitman (eds.), Language acquisition: the state of the art (pp. 128–70). New York: Cambridge University Press
Slobin, D. I. (1985a). Crosslinguistic evidence for the language-making capacity. In D. I. Slobin (ed.), The crosslinguistic study of language acquisition (pp. 1157–257). Hillsdale, NJ: Lawrence Erlbaum
Slobin, D. I. (1991). Learning to think for speaking: native language, cognition and rhetorical style. Pragmatics, 1, 7–25CrossRef
Slobin, D. I. (1996). From ‘thought and language’ to ‘thinking for speaking’. In J. J. Gumperz and S. C. Levinson (eds.), Rethinking linguistic relativity (pp. 70–96). Cambridge: Cambridge University Press
Slobin, D. I. (1997). The origins of grammaticizable notions: beyond the individual mind. In D. I. Slobin (ed.), The crosslinguistic study of language acquisition (Ⅴ. Expanding the contexts). Hillsdale, NJ: Lawrence Erlbaum
Slobin, D. I. (ed.) (1985b). The crosslinguistic study of language acquisition. Hillsdale, NJ: Lawrence Erlbaum
Slobin, D. I., and Bever, T. G. (1982). Children’s use of canonical sentence schemas: a cross-linguistic study of word order and inflections. Cognition, 12, 229–36CrossRefGoogle Scholar
Smith, C. S. (1980). The acquisition of time talk: relations between child and adult grammars. Journal of Child Language, 7, 263–78CrossRefGoogle ScholarPubMed
Smith C. S. (1983). A theory of aspectual choice. Language, 59, 479–501CrossRef
Smith C. S. (1985). Notes on Chinese aspect. Texas Linguistic Forum, 23, 40–75
Smith C. S. (1986). A speaker-based approach to aspect. Linguistics and Philosophy, 9, 97–115
Smith, C. S., and Weist, R. M. (1987). On the temporal contour of child language: a reply to Rispoli and Bloom. Journal of Child Language, 14, 387–92CrossRefGoogle ScholarPubMed
Smith, C. S. (1991). The parameter of aspect. Dordrecht: Kluwer Academic Publishers
Smoczynska, M. (1992). Developing narrative skills: learning to introduce referents in Polish. Polish Psychological Bulletin, 23, 103–20Google Scholar
Solan, L. (1983). Pronominal reference: child language and the theory of grammar. Dordrecht: Reidel
Solan, L. (1987). Parameter setting and the development of pronouns and reflexives. In T. Roeper and E. Williams (eds.), Parameter setting. Dordrecht: ReidelCrossRef
Spelke, E. S. (1984). Perception of unity, persistence and identity: thoughts on infants’ conceptions of objects. In J. Mehler and R. Fox (eds.), Neonate cognition: beyond the blooming, buzzing confusion (pp. 86–114). Hillsdale, NJ: Lawrence Erlbaum
Spelke, E. S. (1986). Preferential looking methods as tools for the study of cognition in infancy. In G. Gottlieb and N. Krasnegor (eds.), Measurement of audition and vision in infancy (pp. 323–64). New York: Ablex
Spelke, E. S., Breinlinger, K., Macomber, J., and Jacobson, K. (1992). Origins of knowledge. Psycholinguistic Review, 99(4), 605–32Google ScholarPubMed
Sperber, D., and Wilson, D. (1986). Relevance: communication and cognition. Oxford: Basil Blackwell
Sridhar, S. N. (1989). Cognitive structures in language production: a cross-linguistic study. In B. MacWhinney and E. Bates (eds.), The cross-linguistic study of sentence processing (pp. 209–24). Cambridge: Cambridge University Press
Stein, N. L. (1982). The definition of a story. Journal of Pragmatics, 6, 487–507CrossRefGoogle Scholar
Stein, N. L., and Albro, E. R. (1997). Building complexity and coherence: children’s use of goal-structured knowledge in telling stories. In M. G. W. Bamberg (ed.), Narrative development: six approaches (pp. 5–44). Mahwah, NJ: Lawrence Erlbaum
Stein, N. L., and Glenn, C. G. (1979). An analysis of story comprehension in elementary school children. In R. O. Freedle (ed.), New directions in discourse processing. Norwood, NJ: Ablex
Stein, N. L., and Glenn, C. G. (1982). Children’s concepts of time: the development of a story schema. In W. Friedman (ed.), The developmental psychology of time (pp. 255–81). New York: Academic Press
Stein, N. L., and Nezworski, M. T. (1978). The effects of organization and instructional set of story memory. Discourse Processes, 1, 177–93CrossRefGoogle Scholar
Stein, N. L., and Trabasso, T. (1981). What’s in a story: Critical issues in story comprehension. In R. Glaser (ed.), Advances in the psychology of instruction (pp. 213–67). Hillsdale, NJ: Lawrence Erlbaum
Stenning, K., and Mitchell, L. (1985). Learning how to tell a good story: the development of content and language in children’s telling of one tale. Discourse Processes, 8, 261–79CrossRefGoogle Scholar
Stephany, U. (1981). Verbal grammar in Modern Greek child language. In S. Dale and D. Ingram (eds.), Child language: an international perspective. Baltimore, MD: University Park Press
Stevenson, R. J. (1990). Pronouns and their antecedents. Belfast Working Papers in Linguistics, 10, 104–31Google Scholar
Stevenson, R. J. (1992). Maturation and learning: linguistic knowledge and performance. In J. Weissenborn, H. Goodluck, and T. Roeper (eds.), Theoretical issues in language acquisition: continuity and change in development (pp. 77–92). Hillsdale, NJ: Lawrence Erlbaum
Stevenson, R. J., Crawley, R. A., Wilson, G., and Kleinman, D. (1990). Thematic roles and pronoun comprehension. In Proceedings of the 12th Annual Meeting of the Cognitive Science Society (pp. 534–41). Cambridge, MA: Lawrence Erlbaum
Stevenson, R. J., and Pickering, M. (1987). The effects of linguistic and non-linguistic knowledge on the acquisition of pronouns. Paper presented at the Proceedings of the Child Language Seminar, York University
Stevenson, R. J., and Pollitt, C. (1987). The acquisition of temporal terms. Journal of Child Language, 14, 533–45CrossRefGoogle ScholarPubMed
Streri, A. (1979). Etude génétique des productions d’énoncés avec vouloir et dire obtenues à partir d’images. L’Année Psychologique, 79, 347–61CrossRefGoogle Scholar
Streri, A. (1980). Etude génétique des productions et compréhension des pronoms anaphoriques dans une situation de reprise de discours. Archives de Psychologie, 48, 41–58
Streri, A. (1987). Tactile discrimination of shape and intermodal transfer in 2- to 3- month-old infants. British Journal of Developmental Psychology, 5, 213–20CrossRef
Streri, A. (1991). L’espace et les relations inter-modalités. L’Année Psychologique, 91, 87–102CrossRef
Streri, A., Pownall, T., and Kingerlee, S. (1993). Seeing, reaching, touching: the relations between vision and touch in infancy. Cambridge, MA: MIT Press
Strömqvist, S. (1984). Make-believe through words: a linguistic study of children’s play with a doll’s house. Unpublished doctoral dissertation, University of Göteborg
Sun, C.-F. (1988). The discourse function of numeral classifiers in Mandarin Chinese. Journal of Chinese Linguistics, 16, 298–322Google Scholar
Szagun, G. (1978). On the frequency of use of tenses in English and German children’s spontaneous speech. Child Development, 49, 898–901CrossRefGoogle Scholar
Tai, J. (1984). Verbs and times in Chinese: Vendler’s four categories. Paper presented at the parasession on lexical semantics of the Chicago Linguistic Society, Chicago
Talmy, L. (1975). Semantics and syntax of motion. In J. Kimball (ed.), Syntax and semantics (IV, pp. 181–238). New York: Academic PressGoogle Scholar
Talmy, L. (1983). How language structures space. In H. Pick and L. Acredolo (eds.), Spatial orientation: theory, research, and application (pp. 225–82). New York: PlenumCrossRef
Talmy, L. (1985). Lexicalization patterns: semantic structure in lexical forms. In T. Shopen (ed.), Language typology and syntactic description (III. Grammatical categories and the lexicon, pp. 57–176). Cambridge: Cambridge University Press
Talmy, L. (2000). Towards a cognitive semantics. Cambridge, MA: MIT Press
Tanz, C. (1980). Studies in the acquisition of deictic terms. Cambridge: Cambridge University Press
Tavakolian, S. (1978). Children’s comprehension of pronominal subjects and missing subjects in complicated sentences. In H. Goodluck and L. Solan (eds.), Papers in the structure and development of child language (pp. 145–52). (Occasional Papers in Linguistics 4) Amherst: University of Massachusetts, Amherst
Tavakolian, S. (1981). Language acquisition and linguistic theory. Cambridge, MA: MIT Press
Thomas, M. (1989). The acquisition of English articles by first- and second-language learners. Applied Psycholinguistics, 10, 335–55CrossRefGoogle Scholar
Thompson, S. A. (1987). ‘Subordination’ and narrative event structure. In R. S. Tomlin (ed.), Coherence and grounding in discourse. Amsterdam: BenjaminsCrossRef
Todd, C., and Perlmutter, M. (1980). Reality recalled by preschool children. In M. Perlmutter (ed.), New directions for child development (X. Children's memory). San Francisco: Jossey-BassGoogle Scholar
Tomlin, R. S. (1985). Foreground-background information and the syntax of subordination: evidence from English discourse. Text, 5, 85–122CrossRefGoogle Scholar
Tomlin, R. S. (ed.) (1987). Coherence and grounding in discourse. Amsterdam: Benjamins
Tourné, C. (1997). L’expression de la localisation en français: étude développementale de la relation ‘sur’. Unpublished master’s thesis, Université René Descartes, Paris
Trabasso, T., and Nickels, M. (1992). The development of goal plans of actions in the narration of a picture story. Discourse Processes, 15, 249–75CrossRefGoogle Scholar
Trabasso, T., and Rodkin, P. G. (1994). Knowledge of goal/plans: A conceptual basis for narrating Frog where are you? In R. A. Berman and D. I. Slobin (eds.), Different ways of relating events in narrative: a crosslinguistic developmental study (pp. 85–106). Hillsdale, NJ: Lawrence Erlbaum
Trabasso, T., Secco, T., and van den Broek, P. (1985). Causal cohesion and story coherence. In H. Mandl, N. Stein and T. Trabasso (eds.), Learning and comprehension of text. Hillsdale, NJ: Erlbaum
Trabasso, T., and Sperry, L. L. (1985). Causal relatedness and importance of story events. Journal of Memory and Language, 24, 595–611CrossRefGoogle Scholar
Trabasso, T., Stein, N. L., Rodkin, P. C., Munger, M. P., and Baughn, C. R. (1992). Knowledge of goals and plans in the on-line narration of events. Cognitive Development, 7, 133–70CrossRefGoogle Scholar
Trabasso, T., and Broek, P. (1985). Causal thinking and the representation of narrative events. Journal of Memory and Language, 24, 612–30CrossRefGoogle Scholar
Tunmer, W. E., Pratt, C., and Herriman, M. L. (eds.) (1984). Metalinguistic awareness in children. Berlin: Springer Verlag
Tversky, B. (1991). Spatial mental models. In G. H. Bower (ed.), The psychology of learning and motivation: Advances in research and theory (XVII, pp. 109–45). New York: Academic PressCrossRefGoogle Scholar
Tyler, L. K. (1981). Syntactic and interpretative factors in the development of language comprehension. In W. Deutsch (ed.), The children’s construction of language (pp. 149–81). London: Academic Press
Tyler, L. K. (1983). The development of discourse mapping processes: the on-line interpretation of anaphoric expressions. Cognition, 13, 309–41CrossRef
Tyler, L. K. (1984). Integration of information during language comprehension: a developmental study. Papers and Reports on Child Language Development, 23, 125–33
Tyler, L. K., and Marslen-Wilson, W. D. (1978a). Some developmental aspects of sentence processing and memory. Journal of Child Language, 5, 113–29CrossRefGoogle Scholar
Tyler, L. K., and Marslen-Wilson, W. D. (1978b). Understanding sentences in contexts: some developmental studies. Papers and Reports on Child Language Development 15, 102–13
Umiker-Sebeok, D. J. (1979). Preschool children’s intraconversational narratives. Journal of Child Language, 6, 91–109CrossRefGoogle Scholar
Valian, V. (1990). Null subjects: a problem for parameter-setting models of language acquisition. Cognition, 35, 105–22CrossRefGoogle ScholarPubMed
Valian, V. (1991). Syntactic subjects in the early speech of American and Italian children. Cognition, 40, 21–81CrossRef
Valian, V. (1993). Parser failure and grammar change. Cognition, 46, 195–202CrossRef
Valian, V., Hoeffner, J., and Aubry, S. (1996). Young children’s imitation of sentence subjects: evidence of processing limitations. Developmental Psychology, 32(1), 153–64CrossRefGoogle Scholar
Lely, H. K. J. (1997). Narrative discourse in grammatical specific language impaired children: a modular language deficit?Journal of Child Language, 24, 221–56CrossRefGoogle ScholarPubMed
LelyLely, H. K. J., and Stollwerck, L. (1997). Binding theory and grammatical specific language impairment in children. Cognition, 62, 245–90CrossRefGoogle ScholarPubMed
van Dijk, R. T. (1980). Semantic macrostructures. New York: Lawrence Erlbaum
Geert, P. (1985). In, on, under: an essay on the modularity of infant spatial competence. First Language, 6(16), 7–28CrossRefGoogle Scholar
Vandeloise, C. (1986). L’espace en français: sémantique des prépositions spatiales. Paris: Le Seuil
Vandeloise, C. (1991). Spatial prepositions: a case study in French. Chicago: The University of Chicago Press
Vandeloise, C. (1998). Containment, support, and linguistic relativity. Paper presented in the Linguistics Department, University of California at San Diego
Vandeloise, C., Borillo, A., Cadiot, P., Laur, D., and Sprang-Hansen, E. (1993). La couleur des prépositions. Langages, 110, Numéro spécial
Vendler, Z. (1967). Verbs and times. In Z. Vendler (ed.), Linguistics in Philosophy. Ithaca, NY: Cornell University Press
Veneziano, E., and Sinclair, H. (1995). Functional changes in early child language: the appearance of references to the past and of explanations. Journal of Child Language, 22, 557–81CrossRefGoogle ScholarPubMed
Verjat, I. (1991). Le statut cognitif des marqueurs ‘devant’ et ‘derrière’ chez l’enfant français. L’Année Psychologique, 91, 207–30CrossRefGoogle Scholar
Verkuyl, H. J. (1972). On the compositional nature of the aspects. Dordrecht: Reidel
Victorri, B. (1999). Le sens grammatical. Langages 34(136), 85–105CrossRefGoogle Scholar
Vion, M. (1978). La compréhension des phrases simples comportant des marqueurs de relations spatiales. Cahiers de Psychologie Cognitive, 21, 37–52Google Scholar
Vion, B. (1981). Stratégies de compréhension d’énoncés exprimant une relation spatiale: étude génétique. L’Année Psychologique, 81, 84–104
Vion, M., and Colas, A. (1987). La présentation du caractère ancien ou nouveau d’une information en français. Archives de Psychologie, 55, 243–64Google Scholar
Vion, M., Piolat, A., and Colas, A. (1989). Oral and written reference to new and given information by 9 and 11 year-olds and adults. European Journal of Psychology of Education, 4, 37–49CrossRefGoogle Scholar
Vosniadou, S., Pearson, P. D., and Rogers, T. (1988). What causes children’s failures to detect inconsistencies in text? Representation versus comparison difficulties. Journal of Educational Psychology, 80(1), 27–39CrossRefGoogle Scholar
Vygotsky, L. S. (1962). Thought and language. Cambridge, MA: MIT Press
Wales, R. (1986). Deixis. In P. Fletcher and M. Garman (eds.), Language acquisition (2nd edn, pp. 401–28). Cambridge: Cambridge University PressCrossRef
Warden, D. (1976). The influence of context on children’s uses of identifying expressions and reference. British Journal of Psychology, 67, 101–12CrossRefGoogle Scholar
Warden, D. (1977). Review of ‘The use of definite and indefinite reference in young children’ by M. P. Maratsos. Journal of Child Language, 4(1), 123–7
Warden, D. (1981). Learning to identify referents. British Journal of Psychology, 72, 93–9CrossRef
Webb, P. A., and Abrahamson, A. A. (1976). Stages of egocentricism in children’s use of ‘this’ and ‘that’: a different point of view. Journal of Child Language, 3, 349–67CrossRefGoogle Scholar
Weissenborn, J. (1981). L’acquisition des prépositions spatiales: problèmes cognitifs et linguistiques. In C. Schwarze (ed.), Analyse des prépositions (pp. 224–50). Tübingen: Max Niemeyer VerlagCrossRef
Weissenborn, J. (1986). Learning how to become an interlocutor: the verbal negotiation of common frames of reference and actions in dyads of 7–14 year-old children. In J. Cook-Gumperz, W. Corsaro, and J. Streek (eds.), Children’s world and children’s language (pp. 377–404). Berlin: Mouton de GruyterCrossRef
Weissenborn, J. (1992). Null subjects in early grammars: implications for parameter-setting theories. In J. Weissenborn, H. Goodluck, and T. Roeper (eds.), Theoretical issues in language acquisition: continuity and change in development (pp. 269–99). Hillsdale, NJ: Lawrence Erlbaum
Weissenborn, J., and Klein, W. (1982). HERE and THERE: Cross-linguistic studies in deixis and demonstration. Amsterdam: Benjamins
Weist, R. M. (1983). Prefix vs. suffix information processing in the comprehension of tense and aspect. Journal of Child Language, 10, 85–96CrossRefGoogle Scholar
Weist, R. M. (1986). Tense and aspect. In P. Fletcher and M. Garman (eds.), Language acquisition (2nd ed., pp. 356–374). London, New York: Cambridge University PressCrossRef
Weist, R. M. (1989a). Aspects of the roots of language: commentary on Cziko. First Language, 9, 45–9CrossRef
Weist, R. M. (1989b). Time concepts in language and thought: filling the Piagetian void from two to five years. In I. Levin and D. Zakay (eds.), Time and human cognition: a life-span perspective (pp. 63–118). Amsterdam: North-Holland
Weist, R. M. (1991). Spatial and temporal location in child language. First Language, 11, 253–67CrossRef
Weist, R. M., Atanassova, M., Wysocka, H., and Pawlak, A. (1999). Spatial and temporal systems in child language and thought: a crosslinguistic study. First Language, 19, 267–311CrossRefGoogle Scholar
Weist, R. M., and Buczowska, E. (1987). The emergence of temporal adverbs in child Polish. First Language, 7, 217–29CrossRefGoogle Scholar
Weist, R. M., and Konieczna, E. (1985). Affix processing strategies and linguistic systems. Journal of Child Language, 12, 27–35CrossRefGoogle ScholarPubMed
Weist, R. M., Lyytinen, P., and Wysocka, J. (1997). The interaction of language and thought in children’s language acquisition: a crosslinguistic study. Journal of Child Language, 4(1), 81–121CrossRefGoogle Scholar
Weist, R. M., Wysocka, H., and Lyytinen, P. (1991). A cross-linguistic perspective on the development of temporal systems. Journal of Child Language, 18, 67–92CrossRefGoogle ScholarPubMed
Weist, R. M., Wysocka, H., Witkowska-Stadnik, K., Buczowska, E., and Konieczna, E. (1984). The defective tense hypothesis: on the emergence of tense and aspect in child Polish. Journal of Child Language, 11, 347–74CrossRefGoogle ScholarPubMed
Wertsch, J. V. (1981). The concept of activity in Soviet psychology. Armonk, NY: M. E. Sharpe
Wertsch, J. V. (1985). Vygotsky and the social formation of mind. Cambridge, MA: Harvard University Press
Wertsch, J. V. (1985). Vygotsky and the social formation of mind. Cambridge, MA: Harvard University Press
Wertsch, J. V. (1991). Voices of the mind: a socio-cultural approach to mediated action. London: Harvester Wheatsheaf
Wertsch, J. V., and Hickmann, M. (1987). Problem-solving in social interaction: a microgenetic analysis. In M. Hickmann (ed.), Social and functional approaches to language and thought (pp. 251–66). Orlando, FL: Academic Press
Whorf, B. L. (1956). Language, thought and reality: selected writings of Benjamin Lee Whorf. Cambridge, MA: MIT Press
Wigglesworth, G. (1990). Children’s narrative acquisition: a study of some aspects of reference and anaphora. First Language, 10, 105–25CrossRefGoogle Scholar
Wigglesworth, G. (1993). Investigating children’s cognitive and linguistic development through narrative. Unpublished doctoral dissertation, La Trobe University
Wilcox, S., and Palermo, D. S. (1975). ‘In’, ‘on’, and ‘under’ revisited. Cognition, 3, 245–54CrossRefGoogle Scholar
Wilkins, D. P., and Hill, D. (1995). When ‘go’ means ‘come’: questioning the basicness of basic motion verbs. Cognitive Linguistics, 6(2/3), 209–59CrossRefGoogle Scholar
Wolfson, N. (1978). A feature of performed narrative: the conversational historical present. Language in Society, 7, 215–37CrossRefGoogle Scholar
Wolfson, N. (1979). The conversational historical present alternation. Language, 55, 168–82CrossRef
Youssef, V. (1990). The early development of perfect aspect: adverbial, verbal and contextual specification. Journal of Child Language, 17, 295–312CrossRefGoogle ScholarPubMed
Yuill, N., and Joscelyne, T. (1988). Effect of organizational cues and strategies on good and poor comprehenders’ story understanding. Journal of Educational Psychology, 80(2), 152–8CrossRefGoogle Scholar
Yuill, N., and Oakhill, J. V. (1988). Understanding of anaphoric relations in skilled and less skilled comprehenders. British Journal of Psychology, 79, 173–86CrossRefGoogle Scholar
Zabrucky, K., and Ratner, H. (1986). Children’s comprehension monitoring and recall of inconsistent stories. Child Development, 57(5), 1401–13CrossRefGoogle Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

  • References
  • Maya Hickmann, Université de Paris V
  • Book: Children's Discourse
  • Online publication: 22 September 2009
  • Chapter DOI: https://doi.org/10.1017/CBO9780511486784.015
Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

  • References
  • Maya Hickmann, Université de Paris V
  • Book: Children's Discourse
  • Online publication: 22 September 2009
  • Chapter DOI: https://doi.org/10.1017/CBO9780511486784.015
Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

  • References
  • Maya Hickmann, Université de Paris V
  • Book: Children's Discourse
  • Online publication: 22 September 2009
  • Chapter DOI: https://doi.org/10.1017/CBO9780511486784.015
Available formats
×