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  1. Input Distribution Influences Degree of Auxiliary Use by Children with Specific Language Impairment.Laurence B. Leonard & Patricia Deevy - 2011 - Cognitive Linguistics 22 (2).
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  • 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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  • Where Are the Cookies? Two- and Three-Year-Olds Use Number-Marked Verbs to Anticipate Upcoming Nouns.Cynthia Lukyanenko & Cynthia Fisher - 2016 - Cognition 146:349-370.
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  • I'm Are What I'm Are: The Acquisition of First-Person Singular Present BE.Thea Cameron-Faulkner & Evan Kidd - 2007 - Cognitive Linguistics 18 (1):1-22.
  • Developing Constructions.Elena Lieven - 2009 - Cognitive Linguistics 20 (1).
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