about
Modeling children's early grammatical knowledgeOrigins of the human pointing gesture: a training study.Error patterns in young German children's wh-questions.Two- and four-year-olds learn to adapt referring expressions to context: effects of distracters and feedback on referential communication.Young German children's early syntactic competence: a preferential looking study.How toddlers and preschoolers learn to uniquely identify referents for others: a training study.German Children's Use of Word Order and Case Marking to Interpret Simple and Complex Sentences: Testing Differences Between Constructions and Lexical ItemsSyntactic and semantic coordination in finite complement-clause constructions: a diary-based case study.Training 2;6-year-olds to produce the transitive construction: the role of frequency, semantic similarity and shared syntactic distribution.Familiar verbs are not always easier than novel verbs: how German pre-school children comprehend active and passive sentences.The communicative contexts of grammatical aspect use in English.Children's ability to answer different types of questions.Nouns and verbs in Chintang: children's usage and surrounding adult speech.Children aged 2 ; 1 use transitive syntax to make a semantic-role interpretation in a pointing task.Testing the abstractness of children's linguistic representations: lexical and structural priming of syntactic constructions in young children.Can input explain children's me-for-I errors?"Frequent frames" in German child-directed speech: a limited cue to grammatical categories.Children's understanding of first- and third-person perspectives in complement clauses and false-belief tasks.Early syntactic creativity: a usage-based approach.Teaching versus enforcing game rules in preschoolers' peer interactions.Young children use shared experience to interpret definite reference.Lexically restricted utterances in Russian, german, and english child-directed speech.Young children's understanding of denial.German children's comprehension of word order and case marking in causative sentences.Children's norm enforcement in their interactions with peers.The Effects of Animacy and Syntax on Priming: A Developmental Study.Keeping it simple: the grammatical properties of shared book reading.Converging and competing cues in the acquisition of syntactic structures: the conjoined agent intransitive.Young children create partner-specific referential pacts with peers.First language development: a usage-based perspective on past and current research.What's in a manner of speaking? Children's sensitivity to partner-specific referential precedents.The role of perceptual availability and discourse context in young children's question answering.Young children's knowledge of the "determiner" and "adjective" categories.Multiunit Sequences in First Language Acquisition.A construction based analysis of child directed speechChapter 8. Analogical structure mapping and the formation of abstract constructionsPronoun co-referencing errors: Challenges for generativist and usage-based accountsThe role of frequency in the acquisition of English word orderThe constructivist approachGerman children's productivity with simple transitive and complement-clause constructions: Testing the effects of frequency and variability
P50
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P50
description
psychologist
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نفسانية من المملكة المتحدة
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name
Elena Lieven
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Elena Lieven
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Elena Lieven
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Elena Lieven
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Elena Lieven
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Elena Lieven
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Elena Lieven
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Elena Lieven
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Elena Lieven
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Elena Lieven
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type
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Elena Lieven
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Elena Lieven
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Elena Lieven
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Elena Lieven
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Elena Lieven
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Elena Lieven
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Elena Lieven
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Elena Lieven
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Elena Lieven
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Elena Lieven
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Elena Veronica Maria Lieven
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Elena Lieven
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Elena Lieven
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Elena Lieven
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Elena Lieven
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Elena Lieven
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Elena Lieven
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Elena Lieven
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Elena Lieven
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Elena Lieven
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Elena Lieven
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1947-08-18T00:00:00Z
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lccn-n2010076281