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Idioms.Geoffrey Nunberg, Ivan A. Sag & Thomas Wasow - 1994 - In Stephen Everson (ed.), Language: Companions to Ancient Thought, Vol. 3. Cambridge University Press. pp. 491--538.details
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(1 other version)But do we need universal grammar? Comment on Lidz et al.Adele E. Goldberg - 2004 - Cognition 94 (1):77-84.details
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(1 other version)But do we need universal grammar? Comment on Lidz et al.Adele E. Goldberg - 2004 - Cognition 94 (1):77-84.details
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When children are more logical than adults: Experimental investigations of scalar implicature.Ira A. Noveck - 2001 - Cognition 78 (2):165-188.details
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(1 other version)The faculty of language: what's special about it?Ray Jackendoff & Steven Pinker - 2005 - Cognition 95 (2):201-236.details
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Word learning is 'smart': evidence that conceptual information affects preschoolers' extension of novel words.A. Booth - 2002 - Cognition 84 (1):B11-B22.details
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(1 other version)What infants know about syntax but couldn't have learned: experimental evidence for syntactic structure at 18 months.Jeffrey Lidz, Sandra Waxman & Jennifer Freedman - 2003 - Cognition 89 (3):295-303.details
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(1 other version)The faculty of language: what's special about it?Steven Pinker & Ray Jackendoff - 2005 - Cognition 95 (2):201-236.details
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Children's command of quantification.Jeffrey Lidz & Julien Musolino - 2002 - Cognition 84 (2):113-154.details
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(1 other version)Scalar implicatures: experiments at the semantics–pragmatics interface.A. Papafragou - 2003 - Cognition 86 (3):253-282.details
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Understanding how input matters: verb learning and the footprint of universal grammar.Jeffrey Lidz, Henry Gleitman & Lila Gleitman - 2003 - Cognition 87 (3):151-178.details
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(1 other version)What infants know about syntax but couldn't have learned: experimental evidence for syntactic structure at 18 months.Jeffrey Lidz, Sandra Waxman & Jennifer Freedman - 2003 - Cognition 89 (3):295-303.details
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6 Universal aspects of word learning.Lila Gleitman & Cynthia Fisher - 2005 - In James McGilvray (ed.), The Cambridge Companion to Chomsky. Cambridge University Press. pp. 123.details
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