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  1. Is Syntax Semantically Constrained? Evidence From a Grammaticality Judgment Study of Indonesian.I. Nyoman Aryawibawa & Ben Ambridge - 2018 - Cognitive Science 42 (8):3135-3148.
    A central debate in the cognitive sciences surrounds the nature of adult speakers' linguistic representations: Are they purely syntactic (a traditional and widely held view; e.g., Branigan & Pickering, ), or are they semantically structured? A recent study (Ambridge, Bidgood, Pine, Rowland, & Freudenthal, ) found support for the latter view, showing that adults' acceptability judgments of passive sentences were significantly predicted by independent semantic “affectedness” ratings designed to capture the putative semantics of the construction (e.g., Bob was pushed by (...)
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  • All the Right Noises: Background Variability Helps Early Word Learning.Katherine E. Twomey, Lizhi Ma & Gert Westermann - 2018 - Cognitive Science 42 (S2):413-438.
    Variability is prevalent in early language acquisition, but, whether it supports or hinders learning is unclear; while target variability has been shown to facilitate word learning, variability in competitor items has been shown to make the task harder. Here, we tested whether background variability could boost learning in a referent selection task. Two groups of 2-year-old children saw arrays of one novel and two known objects on a screen, and they heard a novel or known label. Stimuli were identical across (...)
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  • Predicted errors in children’s early sentence comprehension.Yael Gertner & Cynthia Fisher - 2012 - Cognition 124 (1):85-94.
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  • 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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  • Investigating Thematic Roles through Implicit Learning: Evidence from Light Verb Constructions.Eva Wittenberg, Manizeh Khan & Jesse Snedeker - 2017 - Frontiers in Psychology 8.
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  • Preschoolers' Acquisition of Novel Verbs in the Double Object Dative.Sudha Arunachalam - 2017 - Cognitive Science 41 (S4):831-854.
    Children have difficulty comprehending novel verbs in the double object dative as compared to the prepositional dative. We explored this pattern with 3 and 4 year olds. In Experiment 1, we replicated the documented difficulty with the double object frame, even though we provided more contextual support. In Experiment 2, we tested a novel hypothesis that children would comprehend novel verbs in, and generalize them to, the double object frame if they were first familiarized to the verbs in the prepositional (...)
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  • Lexical Disambiguation in Verb Learning: Evidence from the Conjoined-Subject Intransitive Frame in English and Mandarin Chinese.Sudha Arunachalam, Kristen Syrett & YongXiang Chen - 2016 - Frontiers in Psychology 7.
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  • Learning, Memory, and Syntactic Bootstrapping: A Meditation.Jeffrey Lidz - 2020 - Topics in Cognitive Science 12 (1):78-90.
    Lidz also ponders the theory of syntactic bootstrapping by asking why it is that learners are considered to retain little of extralinguistic environments (i.e., their observations) during word learning, while being able to retain detailed representations of linguistic context, for example, the multiple syntactic frames in which a verb appears. Lidz argues that learners value syntactic information over extralinguistic context from the beginning of learning, consistent with syntactic bootstrapping as a key device for verb learning.
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  • Psych verbs, the linking problem, and the acquisition of language.Joshua K. Hartshorne, Timothy J. O’Donnell, Yasutada Sudo, Miki Uruwashi, Miseon Lee & Jesse Snedeker - 2016 - Cognition 157 (C):268-288.
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