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  1. Eduardo García-Ramírez & Marilyn Shatz (2011). On Problems with Descriptivism: Psychological Assumptions and Empirical Evidence. Mind and Language 26 (1):53-77.
    We offer an empirical assessment of description theories of proper names. We examine empirical evidence on lexical and cognitive development, memory, and aphasia, to see whether it supports Descriptivism. We show that description theories demand much more, in terms of psychological assumptions, than what the data suggest; hence, they lack empirical support. We argue that this problem undermines their success as philosophical theories for proper names in natural languages. We conclude by presenting and defending a preliminary alternative account of reference (...)
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  2. Marilyn Shatz (2008). Language as a Consequence and an Enabler of the Exercise of Higher-Order Relational Capabilities: Evidence From Toddlers. Behavioral and Brain Sciences 31 (2):145-146.
    Data on toddler language acquisition and use support the idea of a cognitive that can resolve contradictory claims about human-animal similarities. Examples of imagination, aesthetic evaluation, theory of mind (ToM), and language learning reveal higher-order, relational, abstract capabilities early on. Although language itself may be a consequence of exercising this supermodule, it enables further cognitive operations on indirect experience to go far beyond animal accomplishments.
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  3. Marilyn Shatz (1994). Review Article: Yamada, Jeni" Laura: A Case for the Modularity of Language"; Tomasello, Michael" First Verbs: A Case Study of Early Grammatical Development.". In Stephen Everson (ed.), Language. Cambridge University Press. 70--4.
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  4. Marilyn Shatz, Henry M. Wellman & Sharon Silber (1983). The Acquisition of Mental Verbs: A Systematic Investigation of the First Reference to Mental State. Cognition 14 (3):301-321.
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  5. Marilyn Shatz & Rochelle Gelman (1977). Beyond Syntax: The Influence of Conversational Constraints on Speech Modifications. In Catherine E. Snow & Charles A. Ferguson (eds.), Talking to Children. Cambridge University Press. 189--198.
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