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  1. 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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  • Learning argument structure generalizations.Adele E. Goldberg, Devin M. Casenhiser & Nitya Sethuraman - 2004 - Cognitive Linguistics 15 (3).
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  • Towards a lexically specific grammar of children’s question constructions.Ewa Dąbrowska & Elena Lieven - 2005 - Cognitive Linguistics 16 (3):437-474.
    This paper examines early syntactic development from a usage-based perspective, using transcripts of the spontaneous speech of two Englishspeaking children recorded at relatively dense intervals at ages 2;0 and 3;0. We focus primarily on the children’s question constructions, in an effort to determine (i) what kinds of units they initially extract from the input (their size and degree of specificity / abstractness); (ii) what operations they must perform in order to construct novel utterances using these units; and (iii) how the (...)
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  • A construction based analysis of child directed speech.Thea Cameron-Faulkner, Elena Lieven & Michael Tomasello - 2003 - Cognitive Science 27 (6):843-873.
    The child directed speech of twelve English‐speaking motherswas analyzed in terms of utterance‐level constructions. First, the mothers' utterances were categorized in terms of general constructional categories such as Wh‐questions, copulas and transitives. Second, mothers' utterances within these categories were further specified in terms of the initial words that framed the utterance, item‐based phrases such as Are you …, I'll …, It's …, Let's …, What did … The findings were: (i) overall, only about 15% of all maternal utterances had SVO (...)
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  • From communication to language—a psychological perspective.J. S. Bruner - 1974 - Cognition 3 (3):255-287.
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  • Language, Its Nature, Development, and Origin.Leonard Bloomfield & Otto Jespersen - 1922 - American Journal of Philology 43 (4):370.
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  • Foundations of Cognitive Grammar.Ronald W. Langacker - 1983 - Indiana University Linguistics Club.
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  • Language and the Learning Curve: A New Theory of Syntactic Development.Anat Ninio - 2006 - Oxford University Press.
    In Language and the Learning Curve, a leading researcher in the field offers a radical new view of language development, unusual in its combination of Chomskian linguistics and learning theory. Stimulating and accessible, it is an important new work that challenges many of our usual assumptions about syntactic development.
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  • Talking to Children: Language Input and Acquisition.Catherine E. Snow & Charles A. Ferguson (eds.) - 1977 - Cambridge University Press.
    First published in 1977, this book draws together various contributions on the area of speech used by parents with their children. Numerous perspectives on the topic include the comparison of baby talk with other simplified registers by linguists, the analysis of cross-cultural differences in mother and child interaction by anthropologists, and the relation of language development to differences in styles of childcare and the child's social environment in general by psychologists. The text had its origins in a conference sponsored by (...)
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  • Mothers' speech research: from input to interaction.Catherine E. Snow - 1977 - In Catherine E. Snow & Charles A. Ferguson (eds.), Talking to Children. Cambridge University Press. pp. 31--49.
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