In:Current Perspectives on Child Language Acquisition: How children use their environment to learn
Edited by Caroline F. Rowland, Anna L. Theakston, Ben Ambridge and Katherine E. Twomey
[Trends in Language Acquisition Research 27] 2020
► pp. 1–7
Introduction
Published online: 17 September 2020
https://doi.org/10.1075/tilar.27.int
https://doi.org/10.1075/tilar.27.int
References (26)
Ambridge, B., & Lieven, E. V. M. (2011). Child language acquisition: Contrasting theoretical approaches. Cambridge: Cambridge University Press.
Brandt, S., Lieven, E., & Tomasello, M. (2010). Development of word order in German complement-clause constructions: Effects of input frequencies, lexical items, and discourse function. Language, 86(3), 583–610.
Cameron, W. B. (1957). The elements of statistical confusion: Or: What does the mean mean? AAUP Bulletin, 43(1), 33–39.
Cameron-Faulkner, T., Theakston, A., Lieven, E., & Tomasello, M. (2015). The relationship between infant hold out and gives, and pointing. Infancy, 20, 576–586.
Dittmar, M., Abbot-Smith, K., Lieven, E., & Tomasello, M. (2011). Children aged 2; 1 use transitive syntax to make a semantic-role interpretation in a pointing task. Journal of Child Language, 38(5), 1109–1123.
Engelmann, F., Granlund, S., Kolak, J., Szreder, M., Ambridge, B., Pine, J., … & Lieven, E. (2019). How the input shapes the acquisition of verb morphology: Elicited production and computational modelling in two highly inflected languages. Cognitive Psychology, 110, 30–69.
Granlund, S., Kolak, J., Vihman, V., Engelmann, F., Lieven, E. V., Pine, J. M., … & Ambridge, B. (2019). Language-general and language-specific phenomena in the acquisition of inflectional noun morphology: A cross-linguistic elicited-production study of Polish, Finnish and Estonian. Journal of Memory and Language, 107, 169–194.
Henrich, J., Heine, S. J., & Norenzayan, A. (2010). Most people are not WEIRD. Nature, 466(7302), 29.
Jorschick, L., Quick, A. E., Glässer, D., Lieven, E., & Tomasello, M. (2011). German–English-speaking children’s mixed NPs with ‘correct’agreement. Bilingualism: Language and Cognition, 14(2), 173–183.
Lieven, E. V. (2014). First language development: A usage-based perspective on past and current research. Journal of Child Language, 41(S1), 48–63.
(2016). Usage-based approaches to language development: Where do we go from here? Language and Cognition, 8, 346–368.
(1994). Crosslinguistic and crosscultural aspects of language addressed to children. In C. Gallaway & B. J. Richards (Eds.), Input and interaction in language acquisition (pp. 56–73). New York, NY: Cambridge University Press.
(2017). Developing language from usage: Explaining errors. In M. Hundt, S. Mollin, & S. E. Pfenniger (Eds.), The changing English language: Psycholinguistic perspectives (pp.321–331). Cambridge: Cambridge Univerity Press.
(1978). Conversations between mothers and young children: Individual differences and their possible implications for the study of language learning. In N. Waterson & C. Snow (Eds.), The development of communication: Social and pragmatic factors in language acquisition (pp. 173–187). New York, NY: Wiley & Sons.
Lieven, E. V., Pine, J. M., & Baldwin, G. (1997). Lexically-based learning and early grammatical development. Journal of Child Language, 24(1), 187–219.
Lieven, E. V., & Stoll, S. (2013). Early communicative development in two cultures: A comparison of the communicative environments of children from two cultures. Human Development, 56(3), 178–206.
Lieven, E. V., Behrens, H., Speares, J., & Tomasello, M. (2003). Early syntactic creativity: A usage-based approach. Journal of Child language, 30(2), 333–370.
Matthews, D., Lieven, E. V., Theakston, A., & Tomasello, M. (2006). The effect of perceptual availability and prior discourse on young children’s use of referring expressions. Applied Psycholinguistics, 27(3), 403–422.
Pine, J. M., & Lieven, E. V. (1993). Reanalysing rote-learned phrases: Individual differences in the transition to multi-word speech. Journal of Child Language, 20(3), 551–571.
Pine, J. M., Lieven, E. V., & Rowland, C. F. (1998). Comparing different models of the development of the English verb category. Linguistics, 36(4), 807–830.
Pine, J. M., Rowland, C. F., Lieven, E. V., & Theakston, A. L. (2005). Testing the Agreement/Tense Omission Model: Why the data on children’s use of non-nominative 3psg subjects count against the ATOM. Journal of Child Language, 32(2), 269–289.
Stoll, S., & Lieven, E. (2014). Studying language acquisition cross-linguistically. In H. Winskel & Prakash Padakannaya (Eds.), South and Southeast Asian psycholinguistics (pp.19–35). Cambridge: Cambridge University Press.
Stoll, S., Bickel, B., Lieven, E. V., Paudyal, N. P., Banjade, G., Bhatta, T. N., … & Rai, N. K. (2012). Nouns and verbs in Chintang: Children’s usage and surrounding adult speech. Journal of Child Language, 39(2), 284–321.
Theakston, A. L., Lieven, E. V., Pine, J. M., & Rowland, C. F. (2002). Going, going, gone: The acquisition of the verb ‘go’. Journal of Child Language, 29(4), 783–811.
