Crossref Citations
This article has been cited by the following publications. This list is generated based on data provided by
Crossref.
Naigles, Letitia R.
2002.
Form is easy, meaning is hard: resolving a paradox in early child language.
Cognition,
Vol. 86,
Issue. 2,
p.
157.
Höhle, Barbara
and
Weissenborn, Jürgen
2003.
German‐learning infants’ ability to detect unstressed closed‐class elements in continuous speech.
Developmental Science,
Vol. 6,
Issue. 2,
p.
122.
Höhle, Barbara
Weissenborn, Jürgen
Kiefer, Dorothea
Schulz, Antje
and
Schmitz, Michaela
2004.
Functional Elements in Infants' Speech Processing: The Role of Determiners in the Syntactic Categorization of Lexical Elements.
Infancy,
Vol. 5,
Issue. 3,
p.
341.
Freudenthal, Daniel
Pine, Julian M.
and
Gobet, Fernand
2005.
On the resolution of ambiguities in the extraction of syntactic categories through chunking.
Cognitive Systems Research,
Vol. 6,
Issue. 1,
p.
17.
Akhtar, Nameera
2005.
The robustness of learning through overhearing.
Developmental Science,
Vol. 8,
Issue. 2,
p.
199.
O'Grady, William
2005.
How Children Learn Language.
Freudenthal, Daniel
Pine, Julian M.
and
Gobet, Fernand
2006.
Modeling the Development of Children's Use of Optional Infinitives in Dutch and English Using MOSAIC.
Cognitive Science,
Vol. 30,
Issue. 2,
p.
277.
Plante, Elena
Holland, Scott K.
and
Schmithorst, Vince J.
2006.
Prosodic processing by children: An fMRI study.
Brain and Language,
Vol. 97,
Issue. 3,
p.
332.
Goldman, Susan R.
Meyerson, Peter M.
and
Coté, Nathalie
2006.
Poetry as a Mnemonic Prompt in Children's Stories.
Reading Psychology,
Vol. 27,
Issue. 4,
p.
345.
Kedar, Yarden
Casasola, Marianella
and
Lust, Barbara
2006.
Getting There Faster: 18‐ and 24‐Month‐Old Infants' Use of Function Words to Determine Reference.
Child Development,
Vol. 77,
Issue. 2,
p.
325.
Freudenthal, Daniel
Pine, Julian M.
Aguado‐Orea, Javier
and
Gobet, Fernand
2007.
Modeling the Developmental Patterning of Finiteness Marking in English, Dutch, German, and Spanish Using MOSAIC.
Cognitive Science,
Vol. 31,
Issue. 2,
p.
311.
Fisher, Jennifer
Plante, Elena
Vance, Rebecca
Gerken, LouAnn
and
Glattke, Theodore J.
2007.
Do Children and Adults With Language Impairment Recognize Prosodic Cues?.
Journal of Speech, Language, and Hearing Research,
Vol. 50,
Issue. 3,
p.
746.
Saffran, Jenny R.
Werker, Janet F.
and
Werner, Lynne A.
2007.
Handbook of Child Psychology.
Waxman, Sandra R.
and
Lidz, Jeffrey L.
2007.
Handbook of Child Psychology.
Onnis, Luca
and
Christiansen, Morten H.
2008.
Lexical Categories at the Edge of the Word.
Cognitive Science,
Vol. 32,
Issue. 1,
p.
184.
Saxton, Matthew
2009.
Language Acquisition.
p.
62.
Freudenthal, Daniel
Pine, Julian M.
and
Gobet, Fernand
2009.
Simulating the Referential Properties of Dutch, German, and English Root Infinitives in MOSAIC.
Language Learning and Development,
Vol. 5,
Issue. 1,
p.
1.
WEISLEDER, ADRIANA
and
WAXMAN, SANDRA R.
2010.
What's in the input? Frequent frames in child-directed speech offer distributional cues to grammatical categories in Spanish and English.
Journal of Child Language,
Vol. 37,
Issue. 5,
p.
1089.
Ma, Weiyi
Golinkoff, Roberta Michnick
Houston, Derek M.
and
Hirsh-Pasek, Kathy
2011.
Word Learning in Infant- and Adult-Directed Speech.
Language Learning and Development,
Vol. 7,
Issue. 3,
p.
185.
Rader, Nancy de Villiers
and
Zukow-Goldring, Patricia
2012.
Caregivers’ gestures direct infant attention during early word learning: the importance of dynamic synchrony.
Language Sciences,
Vol. 34,
Issue. 5,
p.
559.