Editorial
Editoral
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- Published online by Cambridge University Press:
- 13 December 2013, p. 1
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Language and memory abilities of internationally adopted children from China: evidence for early age effects*
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- 29 October 2013, pp. 1195-1223
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Phonological reduction in maternal speech in northern Australian English: change over time*
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- 03 July 2013, pp. 725-755
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Gender and agreement processing in children with Developmental Language Disorder*
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- 08 February 2013, pp. 241-274
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Introduction
Introduction
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- 15 July 2014, pp. i-iv
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Pragmatics abilities in narrative production: a cross-disorder comparison*
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- 30 April 2013, pp. 485-510
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Predicting ethnic minority children's vocabulary from socioeconomic status, maternal language and home reading input: different pathways for host and ethnic language*
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- 26 September 2013, pp. 963-984
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Triggering word learning in children with Language Impairment: the effect of phonotactic probability and neighbourhood density*
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- 06 November 2013, pp. 1224-1248
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Editorial
Editorial
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- Published online by Cambridge University Press:
- 15 July 2014, pp. v-vi
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Rethinking echolalia: repetition as interactional resource in the communication of a child with autism*
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- 07 March 2013, pp. 275-304
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Show me the pragmatic contribution: a developmental investigation of contrastive inference*
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- 19 July 2013, pp. 985-1014
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Between L2 and SLI: inflections and prepositions in the Hebrew of bilingual children with TLD and monolingual children with SLI*
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- 26 November 2012, pp. 3-33
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Young children's flexible use of semantic cues to word meanings: converging evidence of individual and age differences*
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- 07 May 2013, pp. 511-542
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Infinitives or bare stems? Are English-speaking children defaulting to the highest-frequency form?*
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- 08 July 2013, pp. 756-779
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Effects of focus and definiteness on children's word order: evidence from German five-year-olds' reproductions of double object constructions*
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- 27 June 2013, pp. 780-810
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Reciprocal influences between maternal language and children's language and cognitive development in low-income families*
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- 30 January 2013, pp. 305-326
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How German children use intonation to signal information status in narrative discourse*
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- 25 November 2013, pp. 1015-1061
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Learning a generative syntax from transparent syntactic atoms in the linguistic input*
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- 14 November 2013, pp. 1249-1275
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That's not what you said earlier: preschoolers expect partners to be referentially consistent*
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- 11 February 2013, pp. 34-50
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Before the beginning: the development of tools of the trade
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- 15 July 2014, pp. 1-17
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