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Number of items: 11.

Article

Dittmar, Miriam and Abbot-Smith, Kirsten and Lieven, Elena and Tomasello, Michael (2014) Familiar Verbs Are Not Always Easier Than Novel Verbs: How German Pre-School Children Comprehend Active and Passive Sentences. Cognitive Science, 38 (1). pp. 128-151. ISSN 0364-0213. (doi:https://doi.org/10.1111/cogs.12066) (Full text available)
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Dittmar, Miriam and Abbot-Smith, Kirsten and Lieven, Elena and Tomasello, Michael (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. (doi:https://doi.org/10.1017/S0305000910000747) (Full text available)
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Abbot-Smith, Kirsten and Tomasello, Michael (2010) The Influence of Frequency and Semantic Similarity on How Children Learn Grammar. First Language, 30 (1). pp. 79-101. ISSN 0142-7237. (doi:https://doi.org/10.1177/0142723709350525) (Full text available)
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Dittmar, Miriam and Abbot-Smith, Kirsten and Lieven, Elena and Tomasello, Michael (2008) German children's comprehension of word order and case marking in causative sentences. Child Development, 79 (4). pp. 1152-1167. ISSN 0009-3920. (doi:https://doi.org/10.1111/j.1467-8624.2008.01181.x) (Full text available)
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Dittmar, Miriam and Abbot-Smith, Kirsten and Lieven, Elena and Tomasello, Michael (2008) Young German children's early syntactic competence: a preferential looking study. Developmental Science, 11 (4). pp. 575-582. ISSN 1363-755X. (doi:https://doi.org/10.1111/j.1467-7687.2008.00703.x) (Full text available)
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Abbot-Smith, Kirsten and Lieven, Elena and Tomasello, Michael (2008) Graded representations in the acquisition of English and German transitive constructions. Cognitive Development, 23 (1). pp. 48-66. ISSN 0885-2014. (doi:https://doi.org/10.1016/j.cogdev.2007.11.002) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided)

Abbot-Smith, Kirsten and Tomasello, Michael (2006) Exemplar-learning and schematization in a usage-based account of syntactic acquisition. Linguistic Review, 23 (3). pp. 275-290. ISSN 0167-6318. (doi:https://doi.org/10.1515/TLR.2006.011) (Full text available)
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Abbot-Smith, Kirsten and Lieven, Elena and Tomasello, Michael (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. (doi:https://doi.org/10.1111/j.1467-7687.2004.00322.x) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided)

Tomasello, Michael and Abbot-Smith, Kirsten (2002) A tale of two theories: response to Fisher. Cognition, 83 (2). pp. 207-214. ISSN 0010-0277. (doi:https://doi.org/10.1016/S0010-0277(01)00172-X) (Full text available)
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Abbot-Smith, Kirsten and Lieven, Elena and Tomasello, Michael (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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Conference or workshop item

Dittmar, Miriam and Abbot-Smith, Kirsten and Durrant, S and Tomasello, Michael (2010) Priming or practice? Frequency or reverse frequency effects in how English children comprehend full passives. In: Child Language Seminar, 24th-25th June 2010, City University, London. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided)

This list was generated on Wed May 8 01:14:30 2019 BST.