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  1. Bottom-Up Processes Dominate Early Word Recognition in Toddlers.Janette Chow, Armando Q. Angulo-Chavira, Marlene Spangenberg, Leonie Hentrup & Kim Plunkett - 2022 - Cognition 228:105214.
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  • The Other Side of Cognitive Control: Can a Lack of Cognitive Control Benefit Language and Cognition?Evangelia G. Chrysikou, Jared M. Novick, John C. Trueswell & Sharon L. Thompson-Schill - 2011 - Topics in Cognitive Science 3 (2):253-256.
    Cognitive control refers to the regulation of mental activity to support flexible cognition across different domains. Cragg and Nation (2010) propose that the development of cognitive control in children parallels the development of language abilities, particularly inner speech. We suggest that children’s late development of cognitive control also mirrors their limited ability to revise misinterpretations of sentence meaning. Moreover, we argue that for certain tasks, a tradeoff between bottom-up (data-driven) and top-down (rule-based) thinking may actually benefit performance in both children (...)
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  • The Coordinated Interplay of Scene, Utterance, and World Knowledge: Evidence From Eye Tracking.Pia Knoeferle & Matthew W. Crocker - 2006 - Cognitive Science 30 (3):481-529.
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  • Disfluencies, Language Comprehension, and Tree Adjoining Grammars.Fernanda Ferreira, Ellen F. Lau & Karl G. D. Bailey - 2004 - Cognitive Science 28 (5):721-749.
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  • Learning to Attend: A Connectionist Model of Situated Language Comprehension.Marshall R. Mayberry, Matthew W. Crocker & Pia Knoeferle - 2009 - Cognitive Science 33 (3):449-496.
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  • A Probabilistic Constraints Approach to Language Acquisition and Processing.Mark S. Seidenberg & Maryellen C. MacDonald - 1999 - Cognitive Science 23 (4):569-588.
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  • Language Acquisition Meets Language Evolution.Nick Chater & Morten H. Christiansen - 2010 - Cognitive Science 34 (7):1131-1157.
    Recent research suggests that language evolution is a process of cultural change, in which linguistic structures are shaped through repeated cycles of learning and use by domain-general mechanisms. This paper draws out the implications of this viewpoint for understanding the problem of language acquisition, which is cast in a new, and much more tractable, form. In essence, the child faces a problem of induction, where the objective is to coordinate with others (C-induction), rather than to model the structure of the (...)
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  • Who “It” is Influences What “It” Does: Discourse Effects on Children's Syntactic Parsing.Yi Ting Huang & Zoe Ovans - 2022 - Cognitive Science 46 (1):e13076.
    Cognitive Science, Volume 46, Issue 1, January 2022.
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  • Do Children Use Multi‐Word Information in Real‐Time Sentence Comprehension?Rana Abu-Zhaya, Inbal Arnon & Arielle Borovsky - 2022 - Cognitive Science 46 (3):e13111.
    Cognitive Science, Volume 46, Issue 3, March 2022.
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  • German-Speaking Children Use Sentence-Initial Case Marking for Predictive Language Processing at Age Four.Duygu Özge, Jaklin Kornfilt, Katja Maquate, Aylin C. Küntay & Jesse Snedeker - 2022 - Cognition 221:104988.
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  • Referential Form and Memory for the Discourse History.Si On Yoon, Aaron S. Benjamin & Sarah Brown-Schmidt - 2021 - Cognitive Science 45 (4):e12964.
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  • Developmental Timescale of Rapid Adaptation to Conflicting Cues in Real‐Time Sentence Processing.Angele Yazbec, Michael P. Kaschak & Arielle Borovsky - 2019 - Cognitive Science 43 (1):e12704.
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  • The Interplay of Cross‐Situational Word Learning and Sentence‐Level Constraints.Judith Koehne & Matthew W. Crocker - 2015 - Cognitive Science 39 (5):849-889.
    A variety of mechanisms contribute to word learning. Learners can track co-occurring words and referents across situations in a bottom-up manner. Equally, they can exploit sentential contexts, relying on top–down information such as verb–argument relations and world knowledge, offering immediate constraints on meaning. When combined, CSWL and SLCL potentially modulate each other's influence, revealing how word learners deal with multiple mechanisms simultaneously: Do they use all mechanisms? Prefer one? Is their strategy context dependent? Three experiments conducted with adult learners reveal (...)
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  • Availability of Alternatives and the Processing of Scalar Implicatures: A Visual World Eye‐Tracking Study.Judith Degen & Michael K. Tanenhaus - 2016 - Cognitive Science 40 (1):172-201.
    Two visual world experiments investigated the processing of the implicature associated with some using a “gumball paradigm.” On each trial, participants saw an image of a gumball machine with an upper chamber with orange and blue gumballs and an empty lower chamber. Gumballs dropped to the lower chamber, creating a contrast between a partitioned set of gumballs of one color and an unpartitioned set of the other. Participants then evaluated spoken statements, such as “You got some of the blue gumballs.” (...)
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  • Adult Learning and Language Simplification.Mark Atkinson, Kenny Smith & Simon Kirby - 2018 - Cognitive Science 42 (8):2818-2854.
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  • The Developmental Origins of Syntactic Bootstrapping.Cynthia Fisher, Kyong‐sun Jin & Rose M. Scott - 2020 - Topics in Cognitive Science 12 (1):48-77.
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  • The Question–Answer Requirement for Scope Assignment.Andrea Gualmini, Sarah Hulsey, Valentine Hacquard & Danny Fox - 2008 - Natural Language Semantics 16 (3):205-237.
    This paper focuses on children’s interpretation of sentences containing negation and a quantifier (e.g., The detective didn’t find some guys). Recent studies suggest that, although children are capable of accessing inverse scope interpretations of such sentences, they resort to surface scope to a larger extent than adults. To account for children’s behavioral pattern, we propose a new factor at play in Truth Value Judgment tasks: the Question–Answer Requirement (QAR). According to the QAR, children (and adults) must interpret the target sentence (...)
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  • Developing Incrementality in Filler-Gap Dependency Processing.Emily Atkinson, Matthew W. Wagers, Jeffrey Lidz, Colin Phillips & Akira Omaki - 2018 - Cognition 179:132-149.
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  • Children's Command of Quantification.Jeffrey Lidz & Julien Musolino - 2002 - Cognition 84 (2):113-154.
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  • From Scalar Semantics to Implicature : Children's Interpretation of Aspectuals.Anna Papafragou - unknown
    One of the tasks of language learning is the discovery of the intricate division of labour between the lexical-semantic content of an expression and the pragmatic inferences the expression can be used to convey. Here we investigate experimentally the development of the semantics– pragmatics interface, focusing on Greek-speaking five-year-olds’ interpretation of aspectual expressions such as arxizo (‘ start ’) and degree modifiers such as miso (‘ half ’) and mexri ti mesi (‘ halfway ’). Such expressions are known to give (...)
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  • Children's Comprehension of Sentences with Focus Particles.Kevin B. Paterson, Simon P. Liversedge, Caroline Rowland & Ruth Filik - 2003 - Cognition 89 (3):263-294.
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  • Asymmetries in the Acquisition of Numbers and Quantifiers.Felicia Hurewitz, Anna Papafragou & Lila Gleitman - unknown
    Number terms and quantifiers share a range of linguistic (syntactic, semantic, and pragmatic) properties. On the basis of these similarities, one might expect these 2 classes of linguistic expression to pose similar problems to children acquiring language. We report here the results of an experiment that explicitly compared the acquisition of numerical expressions (two, four) and quantificational (some, all) expressions in younger and older 3-year-olds. Each group showed adult-like preferences for “exact” interpretations when evaluating number terms; however they did not (...)
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  • Balancing Effort and Information Transmission During Language Acquisition: Evidence From Word Order and Case Marking.Maryia Fedzechkina, Elissa L. Newport & T. Florian Jaeger - 2017 - Cognitive Science 41 (2):416-446.
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  • Scalar Implicatures: Experiments at the Semantics–Pragmatics Interface.A. Papafragou - 2003 - Cognition 86 (3):253-282.
  • Here Come the Nouns: Czech Two-Year-Olds Use Verb Number Endings to Predict Sentence Subjects.Filip Smolík & Veronika Bláhová - 2022 - Cognition 219:104964.
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  • Tracking the Continuity of Language Comprehension: Computer Mouse Trajectories Suggest Parallel Syntactic Processing.Thomas A. Farmer, Sarah A. Cargill, Nicholas C. Hindy, Rick Dale & Michael J. Spivey - 2007 - Cognitive Science 31 (5):889-909.
  • Does Language Guide Event Perception? Evidence From Eye Movements.Anna Papafragou, Justin Hulbert & John Trueswell - 2008 - Cognition 108 (1):155.
  • When You Isn't You. The Attraction of Self­-Ascription in Children’s Interpretation of Pronouns in Reported Speech.Franziska Köder & Maier Emar - forthcoming - Glossa.
    In language comprehension, 'you' is a de se pronoun, which means that its interpretation is guided by a simple de se rule ('you' = self-ascription by addressee), while the interpretation of other pronouns requires more complicated reasoning. This predicts that 'you' should be easier to process than 'I' or 'he', especially for children. But not all occurrences of 'you' can be correctly interpreted via self-ascription. We consider two cases where 'you' does not indicate self-ascription: interpretation as an eavesdropper and 'you' (...)
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  • The Role of Abstract Syntactic Knowledge in Language Acquisition: A Reply to Tomasello.Cynthia Fisher - 2002 - Cognition 82 (3):259-278.
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  • Investigating the Form-Meaning Mapping in the Acquisition of English and Japanese Measure Phrase Comparatives.Tomoe Arii, Kristen Syrett & Takuya Goro - 2017 - Natural Language Semantics 25 (1):53-90.
    We present a set of experiments investigating how English- and Japanese-speaking children interpret Measure Phrase comparatives. We show that despite overt cues to the comparative interpretation, children representing both languages diverge from their adult counterparts in that they access a non-adult-like ‘absolute measurement’ interpretation. We propose to account for their response pattern by appealing to proposals by Svenonius and Kennedy and Sawada and Grano that Meas in the head of the DegP, which houses the differential, selects for an absolute minimal (...)
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  • Three-Year-Olds' Comprehension of Contrastive and Descriptive Adjectives: Evidence for Contrastive Inference.Catherine Davies, Jamie Lingwood, Bissera Ivanova & Sudha Arunachalam - 2021 - Cognition 212:104707.
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  • The Hunt for Structure-Dependent Interpretation: The Case of Principle C.Jeffrey Lidz, Cynthia Lukyanenko & Megan Sutton - forthcoming - Cognition:104676.
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  • Referential Vs. Non-Referential World-Language Relations: How Do They Modulate Language Comprehension in 4 to 5-Year-Olds, Younger, and Older Adults? [REVIEW]Katja Maquate & Pia Knoeferle - 2021 - Frontiers in Psychology 11.
    Age has been shown to influence language comprehension, with delays, for instance, in older adults' expectations about upcoming information. We examined to what extent expectations about upcoming event information change across the lifespan and as a function of different world-language relations. In a visual-world paradigm, participants in all three age groups inspected a speaker whose facial expression was either smiling or sad. Next they inspected two clipart agents depicted as acting upon a patient. Control scenes featured the same three characters (...)
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  • Common Ground Information Affects Reference Resolution: Evidence From Behavioral Data, ERPs, and Eye-Tracking.Maria Richter, Mariella Paul, Barbara Höhle & Isabell Wartenburger - 2020 - Frontiers in Psychology 11.
    One of the most important social cognitive skills in humans is the ability to “put oneself in someone else’s shoes,” that is, to take another person’s perspective. In socially situated communication, perspective taking enables the listener to arrive at a meaningful interpretation of what is said and what is meant by the speaker. To successfully decode the speaker’s meaning, the listener has to take into account which information he/she and the speaker share in their common ground. We here further investigated (...)
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  • The iPad as a Research Tool for the Understanding of English Plurals by English, Chinese, and Other L1 Speaking 3- and 4-Year-Olds. [REVIEW]Xu Rattanasone Nan, Davies Benjamin, Schembri Tamara, Andronos Fabia & Demuth Katherine - 2016 - Frontiers in Psychology 7.
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  • Novel Methodology to Examine Cognitive and Experiential Factors in Language Development: Combining Eye-Tracking and LENA Technology.Rosalie Odean, Alina Nazareth & Shannon M. Pruden - 2015 - Frontiers in Psychology 6.
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  • Linking Adult Second Language Learning and Diachronic Change: A Cautionary Note.Vera Kempe & Patricia J. Brooks - 2018 - Frontiers in Psychology 9.
  • The Benefits of Executive Control Training and the Implications for Language Processing.Erika K. Hussey & Jared M. Novick - 2012 - Frontiers in Psychology 3.
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  • The Emergence of Modern Languages: Has Human Self-Domestication Optimized Language Transmission?Antonio Benítez-Burraco & Vera Kempe - 2018 - Frontiers in Psychology 9.
  • Young Children with ASD Use Lexical and Referential Information During On-Line Sentence Processing.Edith L. Bavin, Evan Kidd, Luke A. Prendergast & Emma K. Baker - 2016 - Frontiers in Psychology 7.
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  • Do Children with SLI Use Verbs to Predict Arguments and Adjuncts: Evidence From Eye Movements During Listening.Llorenç Andreu, Mònica Sanz-Torrent & Javier Rodríguez-Ferreiro - 2015 - Frontiers in Psychology 6.
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  • Putting Lexical Constraints in Context Into the Visual-World Paradigm.Jared M. Novick, Sharon L. Thompson-Schill & John C. Trueswell - 2008 - Cognition 107 (3):850-903.
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  • Different Time Courses of Integrative Semantic Processing for Plural and Singular Nouns: Implications for Theories of Sentence Processing.Shelia M. Kennison - 2005 - Cognition 97 (3):269-294.
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  • Exploring Socioeconomic Differences in Syntactic Development Through the Lens of Real-Time Processing.Yi Ting Huang, Kathryn Leech & Meredith L. Rowe - 2017 - Cognition 159:61-75.
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  • Word Learning in Linguistic Context: Processing and Memory Effects.Yi Ting Huang & Alison R. Arnold - 2016 - Cognition 156:71-87.
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  • Phrasal Prosody Constrains Syntactic Analysis in Toddlers.Alex de Carvalho, Isabelle Dautriche, Isabelle Lin & Anne Christophe - 2017 - Cognition 163:67-79.
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  • Preschool Children’s Use of Cues to Generic Meaning.Andrei Cimpian & Ellen M. Markman - 2008 - Cognition 107 (1):19-53.
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  • Grammatical Aspect and Event Recognition in Children’s Online Sentence Comprehension.Peng Zhou, Stephen Crain & Likan Zhan - 2014 - Cognition 133 (1):262-276.
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  • The Rapid Use of Gender Information: Evidence of the Time Course of Pronoun Resolution From Eyetracking.J. Arnold - 2000 - Cognition 76 (1):B13-B26.
  • The Now-or-Never Bottleneck: A Fundamental Constraint on Language.Morten H. Christiansen & Nick Chater - 2016 - Behavioral and Brain Sciences 39:1-52.
    Memory is fleeting. New material rapidly obliterates previous material. How, then, can the brain deal successfully with the continual deluge of linguistic input? We argue that, to deal with this “Now-or-Never” bottleneck, the brain must compress and recode linguistic input as rapidly as possible. This observation has strong implications for the nature of language processing: the language system must “eagerly” recode and compress linguistic input; as the bottleneck recurs at each new representational level, the language system must build a multilevel (...)
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