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“Mom said it in quotation marks!” Irony comprehension and metapragmatic awareness in 8-year-olds
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- Published online by Cambridge University Press:
- 10 July 2023, pp. 485-508
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Context-Dependent Learning of Linguistic Disjunction
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- 10 November 2022, pp. 1-36
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Mandarin-learning 19-month-old toddlers’ sensitivity to word order cues that differentiate unaccusative and unergative verbs
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- Published online by Cambridge University Press:
- 02 December 2022, pp. 249-270
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Internal state language factor structure and development in toddlerhood: Insights from WordBank
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- 11 March 2024, pp. 721-740
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Touching while listening: Does infants’ haptic word processing speed predict vocabulary development?
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- 21 October 2022, pp. 37-55
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Inhibitory Control and Patterns of Errors in Resolution of Syntactically Ambiguous Sentences
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- 14 December 2022, pp. 271-287
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Which phonological and lexical factors best influence whether a word is produced and pronounced well?
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- 10 February 2023, pp. 741-775
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Structure and acoustics of the speech of verbal autistic preschoolers
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- 10 July 2023, pp. 509-525
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Phonological Working Memory and Sentence Production in School-Age Children with Typical Language, Dyslexia, and Comorbid Dyslexia and Developmental Language Disorder
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- 19 October 2022, pp. 56-90
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What Characterizes the Productive Morphosyntax of Norwegian Children with Developmental Language Disorder?
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- 24 October 2022, pp. 776-799
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Comprehension of indirect answers: Developmental trajectory for preschool- and early elementary school-aged children with typical development
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- 30 August 2023, pp. 526-549
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Phonological Variation in Child-Directed Speech is Modulated by Lexical Frequency
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- 22 September 2023, pp. 288-313
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Revisiting frequencies of phonological sound classes in speech input: Change over time in child-directed speech
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- 18 October 2023, pp. 550-572
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The effects of overhearing on vocabulary learning in ethnic majority and minority preschool children
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- 24 January 2023, pp. 314-338
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A new way to identify if variation in children’s input could be developmentally meaningful: Using computational cognitive modeling to assess input across socio-economic status for syntactic islands
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- 24 November 2022, pp. 800-833
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Parent Responsivity, Language Input, and the Development of Simple Sentences
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- 24 October 2022, pp. 91-117
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A metaphorical advantage for bilingual children? Understanding figurative meaning by L2 and L3 EFL learners
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- 23 February 2023, pp. 339-358
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Acquisition of the feature [+spread glottis] in Icelandic
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- 20 October 2023, pp. 573-595
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How is vowel production in Italian affected by geminate consonants and stress patterns?
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- Published online by Cambridge University Press:
- 03 November 2022, pp. 118-136
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The relations of SES and literacy-related oral and written language skills after one year of reading instruction – evidence from novice readers of Arabic
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- 04 November 2022, pp. 834-856
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