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  1.  31
    How Known Constructions Influence the Acquisition of Other Constructions: The German Passive and Future Constructions.Kirsten Abbot-Smith & Heike Behrens - 2006 - Cognitive Science 30 (6):995-1026.
    This article suggests evidence for and reasons why prior acquisition may either facilitate or inhibit acquisition of a new construction. It investigates acquisition of the German passive and future constructions which contain a lexical verb with either the auxiliary sein “to be” or werden “to become”, and are related through these to potential supporting constructions. We predicted that a supported construction should be acquired earlier, faster, and unusually rapidly. An inhibited construction should show an extended depressed usage. We analyzed a (...)
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  2.  96
    A tale of two theories: response to Fisher.Michael Tomasello & Kirsten Abbot-Smith - 2002 - Cognition 83 (2):207-214.
  3.  45
    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.
    This study investigates the child‐directed speech (CDS) of four Russian‐, six German, and six English‐speaking mothers to their 2‐year‐old children. Typologically Russian has considerably less restricted word order than either German or English, with German showing more word‐order variants than English. This could lead to the prediction that the lexical restrictiveness previously found in the initial strings of English CDS by Cameron‐Faulkner, Lieven, and Tomasello (2003) would not be found in Russian or German CDS. However, despite differences between the three (...)
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  4. Familiar Verbs Are Not Always Easier Than Novel Verbs: How German Pre‐School Children Comprehend Active and Passive Sentences.Miriam Dittmar, Kirsten Abbot-Smith, Elena Lieven & Michael Tomasello - 2014 - Cognitive Science 38 (1):128-151.
    Many studies show a developmental advantage for transitive sentences with familiar verbs over those with novel verbs. It might be that once familiar verbs become entrenched in particular constructions, they would be more difficult to understand (than would novel verbs) in non-prototypical constructions. We provide support for this hypothesis investigating German children using a forced-choice pointing paradigm with reversed agent-patient roles. We tested active transitive verbs in study 1. The 2-year olds were better with familiar than novel verbs, while the (...)
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  5.  27
    What's new for you?: Interlocutor-specific perspective-taking and language interpretation in autistic and neuro-typical children.Kirsten Abbot-Smith, David M. Williams & Danielle Matthews - forthcoming - Research in Autism Spectrum Disorders.
    Background: Studies have found that children with Autism Spectrum Disorder (ASD) are more likely to make errors in appropriately producing referring expressions (‘the dog’ vs. ‘the black dog’) than are controls but comprehend them with equal facility. We tested whether this anomaly arises because comprehension studies have focused on manipulating perspective-taking at a ‘generic speaker’ level. Method: We compared 24 autistic eight- to eleven-year-olds with 24 well-matched neuro-typical controls. Children interpreted requests (e.g. ‘Can I have that ball?’) in contexts which (...)
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  6.  64
    'It's a big world': understanding the factors guiding early vocabulary development in bilinguals.C. Delle Luche, R. Kwok, S. Durrant, J. Chow, K. Horvath, Allegra Cattani, Kirsten Abbot-Smith, Andrea Krott, D. Mills, K. Plunkett, C. Rowland & Caroline Floccia - unknown
    How many words is a bilingual 2-year-old supposed to know or say in each of her languages? Speech and language therapists or researchers lack the tools to answer this question, because several factors have an impact on bilingual language skills: gender, amount of exposure, mode of acquisition, socio-economic status and the distance between L1 and L2. Unfortunately, these factors are usually studied separately, making it difficult to evaluate their weight on a unique measure of vocabulary. The present study measures the (...)
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  7.  36
    Vocabulary of 2-year-olds learning English and an additional language: norms and effects of linguistic distance. II: Methods.Caroline Floccia, Thomas Sambrook, Claire Delle Luche, Rosa Kwok, Jeremy Goslin, Laurence White, Allegra Cattani, Emily Sullivan, Kirsten Abbot-Smith, Andrea Krott, Debbie Mills, Caroline Rowland, Judit Gervain & Kim Plunkett - unknown
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  8.  18
    The constructionist approach offers a useful lens on language learning in autistic individuals: Response to Kissine.Adele Goldberg & Kirsten Abbot-Smith - forthcoming - Language.
    The constructionist approach argues that communication is central to language learning, language use, and language change. We argue that the approach provides a useful perspective on how autistic children learn language, as it anticipates variable outcomes and suggests testable predictions. First, a reduced ability and interest in tracking the attention and intentions of others should negatively impact early language development, and a wealth of evidence indicates that it does. Secondly, and less discussed until recently, a hyper-focus on specifics at the (...)
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  9.  19
    Cognitive underpinnings of irony understanding in children.Maria Katarzyna Zajączkowska, Kirsten Abbot-Smith & David M. Williams - unknown
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  10.  16
    How social vs. visual perspective-taking determine the interpretation of linguistic reference by 8-11-year-olds with ASD and age-matched peers. [REVIEW]Kirsten Abbot-Smith, David M. Williams, Danielle Matthews, Lucy Pettifor & Nicola Vince - unknown
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