| Individual Differences in Children's Pragmatic Ability: A Review of Associations with Formal Language, Social Cognition, and Executive Functions |
12 |
| N400 Response Indexes Word Learning from Linguistic Context in Children |
3 |
| Look at Mommy: An Exploratory Study of Attention-Related Communication in Mothers of Toddlers at Risk for Autism |
2 |
| Why We Should Abandon the Semantic Subset Principle |
2 |
| Bilingual Preschoolers' Speech is Associated with Non-Native Maternal Language Input |
2 |
| Reconsidering Retrieval Effects on Adult Regularization of Inconsistent Variation in Language |
1 |
| Adults Fail to Learn a Type of Linguistic Pattern that is Readily Learned by Infants |
1 |
| Early Understanding of Pragmatic Principles in Children's Judgments of Negative Sentences |
1 |
| Can Mimicking Infants' Early Experience Facilitate Adult Learning? A Critique of Hudson Kam (2017) |
1 |
| Young Children Show Little Sensitivity to the Iconicity in Number Gestures |
1 |
| Feeling the Way to Words: Parents' Speech and Touch Cues Highlight Word-To-World Mappings of Body Parts |
1 |
| Phonological Motivation for the Acquisition of Onomatopoeia: An Analysis of Early Words |
1 |
| Towards Abstract Syntax at 24 Months: Evidence from Subject-Verb Agreement with Conjoined Subjects |
1 |
| How Children Identify Events from Visual Experience |
1 |
| Partial Color Word Comprehension Precedes Production |
1 |
| Mimicking Infants' Early Language Experience Does Not Improve Adult Learning Outcomes |
1 |
| Regularizing Unpredictable Variation: Evidence from a Natural Language Setting |
1 |
| When Veps Cry: Two-Year-Olds Efficiently Learn Novel Words from Linguistic Contexts Alone |
1 |
| Processing Intransitive Verbs: How Do Children Differ from Adults? |
1 |
| The Genetic and Environmental Etiology of the Association between Vocabulary and Syntax in First Grade |
1 |
| Foreign Accent and Toddlers' Word Learning: The Effect of Phonological Contrast |
1 |
| Scalar Implicature in Absence of Epistemic Reasoning? The Case o Autism Spectrum Disorder |
1 |
| Conversation and Language Acquisition: A Pragmatic Approach |
1 |
| Processing and Comprehension of Accented Speech by Monolingual and Bilingual Children |
0 |
| Visual Sonority Modulates Infants' Attraction to Sign Language |
0 |
| Mastering the Grammar of Complex Events: Evidence from Mandarin Resultative Verb Compounds |
0 |
| Evidence for Early Comprehension of Action Verbs |
0 |
| Do Infants Learn from Isolated Words? An Ecological Study |
0 |
| Lost and Found: Decline and Reemergence of Non-Native Vowel Discrimination in the First Year of Life |
0 |
| Developmental Changes in Cue Weighting for Voiceless Sibilants in Brazilian Portuguese |
0 |
| Hypo-Articulation of the Four-Way Voicing Contrast in Nepali Infant-Directed Speech |
0 |
| Learning Phonology from Surface Distributions, Considering Dutch and English Vowel Duration |
0 |
| Do Children Recall Numbers as Generic? A Strong Test of the Generics-As-Default Hypothesis |
0 |
| Children's Signaling of Their Uncertain Knowledge State: Prosody, Face, and Body Cues Come First |
0 |
| Developmental Changes in the Utilization of Referential Visual Context during Sentence Comprehension: Eye Movement and Pupil Dilation Evidence from Children and Adults |
0 |
| Learning the Causative Alternation in English and Japanese Speakers: Statistical and Non-statistical Effects |
0 |
| When It Comes to Complex NPs, Not All Preschoolers Agree |
0 |
| Disentangling Attention for Frequency and Phonological Markedness in 9- and 12-Month-Old infants |
0 |
| Most Preschoolers Don't Know Most |
0 |
