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Number of items: 10.

Article

Dittmar, M. and Abbot-Smith, K. and Lieven, E. and Tomasello, M. (2013) Familiar Verbs Are Not Always Easier Than Novel Verbs: How German Pre-School Children Comprehend Active and Passive Sentences. Cognitive Science . ISSN 0364-0213. (In press) (Access to this publication is restricted)
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Dittmar, M. and Abbot-Smith, K. and Lieven, E. and 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). pp. 1-15. ISSN 0305-0009. (Full text available)
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Abbot-Smith, K. and Tomasello, M. (2010) The Influence of Frequency and Semantic Similarity on How Children Learn Grammar. First Language, 30 (1). pp. 79-101. ISSN 0142-7237 . (Access to this publication is restricted)
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Dittmar, M. and Abbot-Smith, K. and Lieven, E. and Tomasello, M. (2008) German children's comprehension of word order and case marking in causative sentences. Child Development, 79 (4). pp. 1152-1167. ISSN 0009-3920. (Access to this publication is restricted)
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Dittmar, M. and Abbot-Smith, K. and Lieven, E. and Tomasello, M. (2008) Young German children's early syntactic competence: a preferential looking study. Developmental Science, 11 (4). pp. 575-582. ISSN 1363-755X. (Full text available)
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Abbot-Smith, K. and Lieven, E. and Tomasello, M. (2008) Graded representations in the acquisition of English and German transitive constructions. Cognitive Development, 23 (1). pp. 48-66. ISSN 0885-2014. (The full text of this publication is not available from this repository)

Abbot-Smith, K. and Tomasello, M. (2006) Exemplar-learning and schematization in a usage-based account of syntactic acquisition. Linguistic Review, 23 (3). pp. 275-290. ISSN 0167-6318. (Full text available)
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Abbot-Smith, K. and Lieven, E. and Tomasello, M. (2004) Training 2;6-year-olds to produce the transitive construction: the role of frequency, semantic similarity and shared syntactic distribution. Developmental Science, 7 (1). pp. 48-55. ISSN 1363-755X . (The full text of this publication is not available from this repository)

Tomasello, M. and Abbot-Smith, K. (2002) A tale of two theories: response to Fisher. Cognition, 83 (2). pp. 207-214. ISSN 0010-0277. (Full text available)
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Abbot-Smith, K. and Lieven, E. and Tomasello, M. (2001) What preschool children do and do not do with ungrammatical word orders. Cognitive Development, 16 (2). pp. 679-692. ISSN 0885-2014. (Full text available)
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This list was generated on Wed Apr 2 22:41:58 2014 BST.