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  1. Formulaic Sequences as a Regulatory Mechanism for Cognitive Perturbations During the Achievement of Social Goals.Alison Wray - 2017 - Topics in Cognitive Science 9 (3):569-587.
    This paper explores two questions central to understanding the nature of formulaic sequences: What are they for? and What determines how many there are? The “Communicative Impact” model draws into a single account how language is shaped by cognitive processing on the one hand and socio-interactional function on the other: Formulaic sequences play a range of coordinated roles in neutralizing unanticipated perturbations in the cognitive management of language, so the speaker's socio-interactional goals can still be achieved. One role involves compensatory (...)
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  • Statistical Learning of Complex Questions.Hartmut Fitz - 2010 - In S. Ohlsson & R. Catrambone (eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society. Cognitive Science Society. pp. 2692--2698.
     
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  • Form and Function in Irish Child Directed Speech.Thea Cameron-Faulkner & Tina Hickey - 2011 - Cognitive Linguistics 22 (3).
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  • Questions with Long-Distance Dependencies: A Usage-Based Perspective.Ewa Dąbrowska - 2008 - Cognitive Linguistics 19 (3).
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  • What Exactly is Universal Grammar, and has Anyone Seen It?Ewa Dąbrowska - 2015 - Frontiers in Psychology 6.
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  • How Do Children Restrict Their Linguistic Generalizations? An (Un‐)Grammaticality Judgment Study.Ben Ambridge - 2013 - Cognitive Science 37 (3):508-543.
    A paradox at the heart of language acquisition research is that, to achieve adult-like competence, children must acquire the ability to generalize verbs into non-attested structures, while avoiding utterances that are deemed ungrammatical by native speakers. For example, children must learn that, to denote the reversal of an action, un- can be added to many verbs, but not all (e.g., roll/unroll; close/*unclose). This study compared theoretical accounts of how this is done. Children aged 5–6 (N = 18), 9–10 (N = (...)
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  • From Conceptualization to Constructions in Finnish as an L2.Sirkku Lesonen, Minna Suni, Rasmus Steinkrauss & Marjolijn Verspoor - 2017 - Pragmatics and Cognition 24 (2):212-262.
    This study traces the individual learning trajectories of an adult beginner L2 Finnish learner in expressing the extralinguistic concept of evaluation from a dynamic usage-based perspective. Our results provide support for the view of learner language as a dynamic system in which patterns wax and wane and in which a change in one component has the potential to affect the whole system. In the early stages of learning there was a strong preference to use lexical verbs first, and then adjectives. (...)
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  • Input and Age‐Dependent Variation in Second Language Learning: A Connectionist Account.Marius Janciauskas & Franklin Chang - 2018 - Cognitive Science 42 (S2):519-554.
    Language learning requires linguistic input, but several studies have found that knowledge of second language rules does not seem to improve with more language exposure. One reason for this is that previous studies did not factor out variation due to the different rules tested. To examine this issue, we reanalyzed grammaticality judgment scores in Flege, Yeni-Komshian, and Liu's study of L2 learners using rule-related predictors and found that, in addition to the overall drop in performance due to a sensitive period, (...)
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  • Predicting Children's Errors with Negative Questions: Testing a Schema-Combination Account.Ben Ambridge & Caroline F. Rowland - 2009 - Cognitive Linguistics 20 (2).
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  • Children Use Verb Semantics to Retreat From Overgeneralization Errors: A Novel Verb Grammaticality Judgment Study.Ben Ambridge, Julian M. Pine & Caroline F. Rowland - 2011 - Cognitive Linguistics 22 (2).
  • Explaining Errors in Children’s Questions.Caroline F. Rowland - 2007 - Cognition 104 (1):106-134.
    The ability to explain the occurrence of errors in children's speech is an essential component of successful theories of language acquisition. The present study tested some generativist and constructivist predictions about error on the questions produced by ten English-learning children between 2 and 5 years of age. The analyses demonstrated that, as predicted by some generativist theories [e.g. Santelmann, L., Berk, S., Austin, J., Somashekar, S. & Lust. B. (2002). Continuity and development in the acquisition of inversion in yes/no questions: (...)
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  • Lexically Restricted Utterances in Russian, German, and English Child‐Directed Speech.Sabine Stoll, Kirsten Abbot-Smith & Elena Lieven - 2009 - Cognitive Science 33 (1):75-103.
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  • Discovering Constructions by Means of Collostruction Analysis: The English Denominative Construction.Beate Hampe - 2011 - Cognitive Linguistics 22 (2).
  • German Children's Productivity with Simple Transitive and Complement-Clause Constructions: Testing the Effects of Frequency and Variability.Silke Brandt, Arie Verhagen, Elena Lieven & Michael Tomasello - 2011 - Cognitive Linguistics 22 (2).
  • Constructions Work.Adele E. Goldberg - 2009 - Cognitive Linguistics 20 (1):201-224.
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  • Meaningful Questions: The Acquisition of Auxiliary Inversion in a Connectionist Model of Sentence Production.Hartmut Fitz & Franklin Chang - 2017 - Cognition 166:225-250.
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  • Two-Year-Old Children's Production of Multiword Utterances: A Usage-Based Analysis.Elena Lieven, Dorothé Salomo & Michael Tomasello - 2009 - Cognitive Linguistics 20 (3).
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  • Facilitation by Variation: Right‐to‐Left Learning of English Yes/No Questions.Bruno Estigarribia - 2010 - Cognitive Science 34 (1):68-93.
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  • Divergently Seeking Clarification: The Emergence of Clarification Interaction.Jonathan Ginzburg & Dimitra Kolliakou - 2018 - Topics in Cognitive Science 10 (2):335-366.
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  • Developing Constructions.Elena Lieven - 2009 - Cognitive Linguistics 20 (1).
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