Part of
The Frequency–Grammar Interface: Rules and regularities in first and second languagesStefano Rastelli
[Bilingual Processing and Acquisition 20] 2024
► pp. 195–222
Stefano Rastelli
[Bilingual Processing and Acquisition 20] 2024
► pp. 195–222
References
Abbot-Smith, K. & Tomasello, M. (2006). Exemplar-learning
and schematization in a usage-based account of syntactic acquisition. The Linguistic
Review, 23(3), 275–290. 
Abney, S. P. (1991). Parsing
by chunks. In R. C. Berwick, S. P. Abney, & C. Tenny (Eds.), Principle-based
parsing: Computation and
psycholinguistics (pp. 257–278). Springer.
Adelman, J. S., Brown, G. D., & Quesada, J. F. (2006). Contextual
diversity, not word frequency, determines word-naming and lexical decision times. Psychological
Science, 17(9), 814–823.
Adger, D. (2003). Core
syntax: A minimalist approach. Oxford University Press.
Ajemian, R., D’Ausilio, A., Moorman, H., & Bizzi, E. (2010). Why
professional athletes need a prolonged period of warm-up and other peculiarities of human motor
learning. Journal of Motor
Behavior, 42(6), 381–388.
(2013). A
theory for how sensorimotor skills are learned and retained in noisy and nonstationary neural
circuits. Proceedings of the National Academy of Sciences of the United States of
America, 110(52), E5078–E5087.
Alexiadou, A., Agnastopoulou, E., & Everaert, M. (2004). The
unaccusativity puzzle: Explorations of the syntax-lexicon interface. Oxford University Press.
Alonqueo, P., & Soto, P. (2012). ¿Ser o estar? Desarrollo de la comprensión y efectos en la categorización [“Ser” or “Estar”? Development of its comprehension and categorisation
effects]. Infancia y
Aprendizaje, 35(3), 279–297.
Ambridge, B., Kidd, E., Rowland, C. F., & Theakston, A. L. (2015). The
ubiquity of frequency effects in first language acquisition. Journal of child
language, 42(2), 239–273.
Ambridge, B., Pine, J. M., & Lieven, E. V. M. (2014). Child
language acquisition: Why universal grammar doesn’t
help. Language, 90(3), e53–e90.
Amso, D., Davidson, M. C., Johnson, S. P., Glover, G., & Casey, B. J. (2005). Contributions
of the hippocampus and the striatum to simple association and frequency-based
learning. NeuroImage, 27(2), 291–298.
Anderson, B. (2007a). Pedagogical
rules and their relationship to frequency in the input: Observational and empirical data from L2
French. Applied
Linguistics, 28(2), 286–308.
(2007b). Learnability
and parametric change in the nominal system of L2 French. Language
Acquisition, 14(2), 165–214.
Arche, M. J. (2006). Individuals
in time: Tense, aspect and the individual/stage distinction. John Benjamins.
Arciuli, J. (2017). The
multi-component nature of statistical learning. Philosophical Transactions of the Royal Society
of London. Series B, Biological
sciences, 372(1711), Article
20160058.
Arnon, I. (2021). The
Starting Big approach to language learning. Journal of Child
Language, 48(5), 937–958.
Arnon, I., McCauley, S. M., & Christiansen, M. H. (2017). Digging
up the building blocks of language: Age-of-acquisition effects for multiword phrases. Journal
of Memory and
Language, 92, 265–280.
Arnon, I., & Snider, N. (2010). More
than words: Frequency effects for multi-word phrases. Journal of Memory and
Language, 62(1), 67–82.
Aronoff, M. (1976). Word
formation in generative grammar. The MIT Press.
Baayen, R. H. (2010). Demythologizing
the word frequency effect: A discriminative learning perspective. The Mental
Lexicon, 5(3), 436–461.
Baayen, R. H., Davidson, D. J., & Bates, D. M. (2008). Mixed-effects
modeling with crossed random effects for subjects and items. Journal of Memory and
Language, 59(4), 390–412.
Baayen, R. H., Dijkstra, T., & Schreuder, R. (1997). Singulars
and plurals in Dutch: Evidence for a parallel dual-route model. Journal of Memory and
Language, 37(1), 94–117.
Baggio, G., Choma, T., van Lambalgen, M., & Hagoort, P. (2010). Coercion
and compositionality. Journal of Cognitive
Neuroscience, 22(9), 2131–2140.
Baggio, G., van Lambalgen, M., & Hagoort, P. (2008). Computing
and recomputing discourse models: An ERP study. Journal of Memory and
Language, 59(1), 36–53.
Bakker, I., Macgregor, L. J., Pulvermüller, F., & Shtyrov, Y. (2013). Past
tense in the brain’s time: Neurophysiological evidence for dual-route processing of past-tense
verbs. NeuroImage, 71, 187–195.
Bannard, C., & Lieven, E. (2009). Repetition
and reuse in child language learning. In R. Corrigan, E. Moravcsik, H. Ouali, & K. Wheatley (Eds.), Formulaic
language: Vol. 2, Acquisition, loss, psychological reality, functional
explanations (pp. 299–321). John Benjamins.
Bates, D., Mächler, M., Bolker, B., & Walker, S. (2015). Fitting
linear mixed-effects models using lme4. Journal of Statistical
Software, 67(1), 1–48.
Batterink, L. J., Oudiette, D., Reber, P. J., & Paller, K. A. (2014). Sleep
facilitates learning a new linguistic
rule. Neuropsychologia, 65, 169–179.
Batterink, L. J., Paller, K. A., & Reber, P. J. (2019). Understanding
the neural bases of implicit and statistical learning. Topics in Cognitive
Science, 11(3), 482–503.
Batterink, L. J., Reber, P. J., Neville, H. J., & Paller, K. A. (2015). Implicit
and explicit contributions to statistical learning. Journal of Memory and
Language, 83, 62–78.
Batterink, L. J., Westerberg, C. E., & Paller, K. A. (2017). Vocabulary
learning benefits from REM after slow-wave sleep. Neurobiology of Learning and
Memory, 144, 102–113.
Batterink, L. J., & Zhang, S. (2022). Simple
statistical regularities presented during sleep are detected but not
retained. Neuropsychologia, 164, Article
108106.
Bauke, L., & Blümel, A. (Eds.). (2017). Labels
and roots. De Gruyter Mouton.
Bavelier, D., Green, C. S., & Dye, M. W. G. (2009). Exercising
your brain: Training-related brain plasticity. In M. S. Gazzaniga, E. Bizzi, L. M. Chalupa, S. T. Grafton, T. F. Heatherton, C. Koch, J. E. LeDoux, S. J. Luck, G. R. Mangan, J. A. Movshon, H. Neville, E. A. Phelps, P. Rakic, D. L. Schacter, M. Sur, & B. A. Wandell (Eds.), The
Cognitive
Neurosciences (pp. 153–164). The MIT Press.
Becerra-Bonache, L., Bel-Enguix, G., Jiménez-López, M. D., & Martín-Vide, C. (2014). Mathematical
foundations: Formal grammars and languages. In R. Mitkov (Ed.), The
Oxford handbook of computational linguistics (2nd
ed., pp. 207–229). Oxford University Press.
Beckers, T., De Houwer, J., & Matute, H. (2007). Editorial:
Human contingency learning. The Quarterly Journal of Experimental
Psychology, 60(3), 289–290.
Benítez-Burraco, A., & Boeckx, C. (2014). Universal
grammar and biological variation: An EvoDevo agenda for comparative biolinguistics. Biological
Theory, 9(2), 122–134.
Bennett, M., & Partee, B. H. (2004). Toward
the logic of tense and aspect in English. In B. H. Partee (Ed.), Compositionality
in formal
semantics (pp. 59–109). Blackwell.
Bentley, D. (2006). Split
intransitivity in Italian. De Gruyter Mouton.
Berwick, R. C. (1997). Syntax
facit saltum: Computation and the genotype and phenotype of language. Journal of
Neurolinguistics, 10(2–3), 231–249.
(2011). Syntax
facit saltum redux: Biolinguistics and the leap to syntax. In A. M. Di Sciullo, & C. Boeckx (Eds.), The
biolinguistic enterprise: New perspectives on the evolution and nature of the human language
faculty (pp. 65–99). Oxford University Press.
Berwick, R. C., & Chomsky, N. (2017). Why
only us: Language and evolution. The MIT Press.
Bever, T. G., & Poeppel, D. (2010). Analysis
by synthesis: A (re-)emerging program of research for language and
vision. Biolinguistics, 4(2–3), 174–200.
Biberauer, T., Holmberg, A., & Roberts, I. (2009). Linearization
and the architecture of grammar: A view from the Final-over-Final
constraint. In V. Moscati, & E. Servidio (Eds.), Proceedings
XXXV Incontro di Grammatica Generativa, CICL working
papers (pp. 77–89). Universit`a degli Studi di Siena
Bickerton, D. (2003). Symbol
and structure: A comprehensive framework for language
evolution. In M. H. Christiansen & S. Kirby, (Eds.), Language
evolution (pp. 77–93). Oxford University Press.
(2009a). Recursion:
Core of complexity or artifact of analysis? In T. Givón & M. Shibatani (Eds.), Syntactic
complexity: Diachrony, acquisition, neuro-cognition,
evolution (pp. 531–544). John Benjamins.
(2009b). Syntax
for non-syntacticians. A brief primer. In D. Bickerton & E. Szathmáry (Eds.), Biological
foundations and origin of
syntax (pp. 3–13). The MIT Press.
Bizzi, E., & Ajemian, R. (2015). A
hard scientific quest: Understanding voluntary
movements. Daedalus, 144(1), 83–95.
Bley-Vroman, R. (1983). The
comparative fallacy in interlanguage studies: The case of systematicity. Language
Learning, 33(1), 1–17.
(2002). Frequency
in production, comprehension and acquisition. Studies in Second Language
Acquisition, 24(2), 209–213.
(2009). The
evolving context of the fundamental difference hypothesis. Studies in Second Language
Acquisition, 31(2), 175–198.
Blumenthal-Dramé, A. (2017). Entrenchment
from a psycholinguistic and neurolinguistic perspective. In H.-J. Schmid (Ed.), Entrenchment
and the psychology of language learning: How we reorganize and adapt linguistic
knowledge (pp. 129–152). De Gruyter Mouton.
Bod, R. (2009). From
exemplar to grammar: A probabilistic analogy-based model of language learning. Cognitive
Science, 33(5), 752–793.
Boeckx, C. (2008). Bare
syntax. Oxford University Press.
Boeckx, C., Fodor, J. D., Gleitman, L., & Rizzi, L. (2009). Language
universals: Yesterday, today and tomorrow. In M. Piattelli-Palmarini, J. Uriagereka, & P. Salaburu (Eds.). Of
minds and language: A dialogue with Noam Chomsky in the Basque
Country (pp. 194–220). Oxford University Press.
Boeckx, C., & Theofanopoulou, C. (2018). (Neural)
syntax. In R. Martin, & A. Gallego (Eds), Language,
syntax, and the natural
sciences (pp. 295–315). Cambridge University Press.
Bogaerts, L., Siegelman, N., & Frost, R. (2021). Statistical
learning and language impairments: Toward more precise theoretical accounts. Perspectives on
Psychological
Science, 16(2), 319–337.
Borer, H., & Wexler, K. (1992). Bi-unique
relations and the maturation of grammatical principles. Natural Language & Linguistic
Theory, 10(2), 147–189.
Bornkessel-Schlesewsky, I., & Schlesewsky, M. (2019). Toward
a neurobiologically plausible model of language-related, negative event-related
potentials. Frontiers in
Psychology, 10, Article 298.
Bovolenta, G., & Husband, E. M. (2023). Structural
prediction during language comprehension revealed by electrophysiology: Evidence from Italian
auxiliaries. Journal of Experimental Psychology: Learning, Memory, and
Cognition, 49(1), 116–129.
Boxell, O. (2016). The
place of universal grammar in the study of language and mind: A response to Dabrowska
(2015). Open
Linguistics, 2(1), 352–372.
Brauer, J., Anwander, A., & Friederici, A. D. (2011). Neuroanatomical
prerequisites for language functions in the maturing brain. Cerebral
Cortex, 21(2), 459–466.
Bresnan, J. (2007). Is
syntactic knowledge probabilistic? Experiments with the English dative
alternation. In S. Featherston & W. Sternefeld (Eds.), Roots:
Linguistics in search of its evidential
base (pp. 75–96). De Gruyter Mouton.
Bresnan, J., & Ford, M. (2010). Predicting
syntax: Processing dative constructions in American and Australian varieties of
English. Language, 86(1), 168–213.
Brouwer, H., Crocker, M. W., Venhuizen, N. J., & Hoeks, J. C. J. (2017). A
neurocomputational model of the N400 and the P600 in language processing. Cognitive
Science, 41(56), 1318–1352.
Buffington, J., Demos, A., & Morgan-Short, K. (2021). The
reliability and validity of procedural memory assessments used in second language acquisition
research. Studies in Second Language
Acquisition, 43(3), 635–662.
Busemeyer, J. R., & Wang, Z. (2015). What
is quantum cognition, and how is it applied to psychology? Current Directions in Psychological
Science, 24(3), 163–169.
Bybee, J. (1995). Regular
morphology and the lexicon. Language and Cognitive
Processes, 10(5), 425–455.
(2002). Sequentiality
as the basis of constituent structure. In T. Givón & B. F. Malle (Eds.), The
evolution of language out of
pre-language (pp. 107–134). John Benjamins.
(2006). From
usage to grammar: The mind’s response to
repetition. Language, 82(4), 711–733.
(2007). Frequency
of use and the organization of language. Oxford University Press.
(2008). Usage-based
grammar and second language acquisition. In P. Robinson & N. Ellis (Eds.), Handbook
of cognitive linguistics and second language
acquisition (pp. 226–246). Routledge.
(2010). Language,
usage and cognition. Cambridge University Press.
(2011). Domain-general
processes as the basis for grammar. In K. R. Gibson & M. Tallerman (Eds.), The
Oxford handbook of language
evolution (pp. 528–536). Oxford University Press.
Cardinaletti, A., & Giusti, G. (2011). The
acquisition of adjectival ordering in Italian. In M. Anderssen, K. Bentzen, & M. Westergaard (Eds.), Variation
in the
input (pp. 65–93). Springer.
Carminati, M. N. (2002). The
processing of Italian subject pronouns. Doctoral
dissertations, University of Massachusetts at Amherst. [URL]
Carnie, A. (2002). Syntax:
A generative introduction. Blackwell.
Carreiras, M., & Clifton, C. (Eds.) (2004). The
on-line study of sentence comprehension: Eye-tracking, ERPs and beyond. Psychology Press.
Carroll, S. E. (2006). Shallow
processing: A consequence of bilingualism or second language learning? Applied
Psycholinguistics, 27(1), 53–56.
Cattaneo, Z., Devlin, J. T., Vecchi, T., & Silvanto, J. (2009). Dissociable
neural representations of grammatical gender in Broca’s area investigated by the combination of satiation and
TMS. NeuroImage, 47(2), 700–704.
Cecchetto, C., & Donati, C. (2010). On
labeling: Principle C and head
movement. Syntax, 13(3), 241–278.
Chater, N., & Christiansen, M. H. (2010). Language
acquisition meets language evolution. Cognitive
Science, 34(7), 1131–1157.
Cheng, L. S., Burgess, D., Vernooij, N., Solís-Barroso, C., McDermott, A., & Namboodiripad, S. (2021). The
problematic concept of native speaker in psycholinguistics: Replacing vague and harmful terminology with inclusive and
accurate measures. Frontiers in
Psychology, 12, Article 715843.
Chomsky, N. (1995). The
minimalist program. The MIT Press.
(2000a). The
architecture of language. Oxford University Press.
(2000b). New
horizons in the study of language and mind. Cambridge University Press.
(2002). On
nature and language. Cambridge University Press.
(2005). Three
factors in language design. Linguistic
Inquiry, 36(1), 1–22.
(2007). Approaching
UG from below. In U. Sauerland & H. M. Gärtner (Eds.), Interfaces + recursion = language?
Chomsky’s minimalism and the view from
syntax-semantics (pp. 1–30). De Gruyter Mouton.
(2009). Opening
remarks. In M. Piattelli-Palmarini, J. Uriagereka, & P. Salaburu (Eds.). Of
minds and language: A dialogue with Noam Chomsky in the Basque
Country (pp. 13–43). Oxford University Press.
(2011). Language
and the cognitive science revolution(s). Lecture given at Carlton University, April 8,
2011 [Video]. YouTube. [URL]
(2012). The
science of language: Interviews with James McGilvray. Cambridge University Press.
(2013). Problems
of
projection. Lingua, 130, 33–49.
(2015a). Problems
of projections: Extensions. In E. Di Domenico, C. Hamann, & S. Matteini (Eds.), Structures,
strategies and beyond: Studies in honour of Adriana
Belletti (pp. 1–16). John Benjamins.
(2015b). Some
core contested concepts. Journal of Psycholinguistic
Research, 44(1), 91–104.
(2015c). The
minimalist program: 20th anniversary edition. The MIT Press.
(2016). Minimal
computation and the architecture of language. Chinese Semiotic
Studies, 12(1), 13–24.
(2017). Language
architecture and its import for evolution. Neuroscience and Biobehavioral
Reviews, 81(Pt
B), 295–300.
Christiansen, M. H., Conway, C. M., & Onnis, L. (2012). Similar
neural correlates for language and sequential learning: Evidence from event-related brain
potentials. Language and Cognitive
Processes, 27(2), 231–256.
Cinque, G. (1994). On
the evidence for partial N-movement in the romance DP. In G. Cinque, J. Koster, J.-Y. Pollock, L. Rizzi, & R. Zanuttini, (Eds.), Paths
towards universal grammar: Studies in honor of Richard S.
Kayne (pp. 85–110). Georgetown University Press.
(2010). The
syntax of adjectives: A comparative study. The MIT Press.
Citko, B. (2011). Symmetry
in syntax: Merge, move and labels. Cambridge University Press.
Clahsen, H., & Felser, C. (2006a). How
native-like is non-native language processing? Trends in Cognitive
Sciences, 10(12), 564–570.
(2006b). Grammatical
processing in language learners. Applied
Psycholinguistics, 27(1), 3–42.
(2006c). Authors’
response: Continuity and shallow structures in language processing. Applied
Psycholinguistics, 27(1), 107–126.
(2018). Some
notes on the Shallow Structure Hypothesis. Studies in Second Language
Acquisition, 40(3), 693–706.
Clahsen, H., Felser, C., Neubauer, K., Sato, M., & Silva, R. (2010). Morphological
structure in native and nonnative language processing. Language
Learning, 60(1), 21–43.
Clair, M. C. S., Monaghan, P., & Christiansen, M. H. (2010). Learning
grammatical categories from distributional cues: Flexible frames for language
acquisition. Cognition, 116(3), 341–360.
Clark, A. (2013). Are
we predictive engines? Perils, prospects, and the puzzle of the porous perceiver. The
Behavioral and Brain
Sciences, 36(3), 233–253.
Clear, J. (1993). From
Firth principles: Computational tools for the study of
collocations. In M. Baker, G. Francis, & E. Tognini-Bonelli (Eds.), Text
and technology: In honour of John
Sinclair (pp. 271–292). John Benjamins.
Clifton Jr., C., Staub, A., & Rayner, K. (2007). Eye
movements in reading words and sentences. In R. P. G. van Gompel, M. H. Fischer, W. S. Murray, & R. L. Hill (Eds.), Eye
movements: A window on mind and
brain (pp. 341–371). Elsevier.
Coltheart, M., Rastle, K., Perry, C., Langdon, R., & Ziegler, J. (2001). DRC:
A dual route cascaded model of visual word recognition and reading aloud. Psychological
Review, 108(1), 204–256.
Compton, B. J., & Logan, G. D. (1991). The
transition from algorithm to retrieval in memory-based theories of automaticity. Memory &
cognition, 19(2), 151–158.
Conklin, K., & Pellicer-Sánchez, A. (2016). Using
eye-tracking in applied linguistics and second language research. Second Language
Research, 32(3), 453–468.
Cruschina, S. (2015). The
expression of evidentiality and epistemicity: Cases of grammaticalization in Italian and
Sicilian. Probus, 27(1), 1–31.
Cruz Heredia, A. A. L., Dickerson, B., & Lau, E. (2022). Towards
understanding sustained neural activity across syntactic dependencies. Neurobiology of
Language, 3(1), 87–108.
Cunnings, I. (2017). Parsing
and working memory in bilingual sentence processing. Bilingualism: Language and
Cognition, 20(4), 659–678.
Dąbrowska, E. (2014). Words
that go together: Measuring individual differences in native speakers’ knowledge of
collocations. The Mental
Lexicon, 9(3), 401–418.
Dąbrowska, E., & Lieven, E. (2005). Towards
a lexically specific grammar of children’s question constructions. Cognitive
Linguistics, 16(3), 437–474.
De Bot, K., Lowie, W., & Verspoor, M. (2007). A
Dynamic Systems Theory approach to second language acquisition. Bilingualism: Language and
Cognition, 10(1), 7–21.
De Diego-Balaguer, R., Fuentemilla, L., & Rodriguez-Fornells, A. (2011). Brain
dynamics sustaining rapid rule extraction from speech. Journal of Cognitive
Neuroscience, 23(10), 3105–3120.
De Diego-Balaguer, R., & Lopez-Barroso, D. (2010). Cognitive
and neural mechanisms sustaining rule learning from speech. Language
Learning, 60, 151–187.
Dehaene, S. (2009). Reading
in the brain: The new science of how we read. Penguin Books.
Dehé, N., & Samek-Lodovici, V. (2009). On
the prosody and syntax of DPs: evidence from Italian noun adjective sequences. Natural Language
& Linguistic
Theory, 27, 45–75.
DeKeyser, R. M. (2000). The
robustness of critical period effects in second language acquisition. Studies in Second
Language
Acquisition, 22(4), 499–533.
DeKeyser, R. (2007). Skill
Acquisition Theory. In B. VanPatten & J. Williams (Eds.), Theories
in second language acquisition: An
introduction (pp. 97–113). Lawrence Erlbaum Associates.
(2009). Cognitive-psychological
processes in second language learning. In C. Doughty & M. Long (Eds.) The
handbook of language
teaching (pp. 119–137). Blackwell.
Dekydspotter, L. (2009). Second
language epistemology: Take two. Studies in Second Language
Acquisition, 31(2), 291–321.
DeLong, K. A., Troyer, M., & Kutas, M. (2014). Pre-processing
in sentence comprehension: Sensitivity to likely upcoming meaning and structure. Language and
Linguistics
Compass, 8(12), 631–645.
DeLong, K. A., Urbach, T. P., & Kutas, M. (2005). Probabilistic
word pre-activation during language comprehension inferred from electrical brain
activity. Nature
Neuroscience, 8(8), 1117–1121.
De Martino, M., Bracco, G., & Laudanna, A. (2011). The
activation of grammatical gender information in processing Italian nouns. Language and
Cognitive
Processes, 26(4–6), 745–776.
De Martino, M., Bracco, G., Postiglione, F., & Laudanna, A. (2017). The
influence of grammatical gender and suffix transparency in processing Italian written
nouns. The Mental
Lexicon, 12(1), 107–128.
De Saussure, F. (1922). Course
de linguistique générale (F. Sechehaye, Trans.). Editions Payot.
De Swart, H. (1998). Aspect
shift and coercion. Natural Language & Linguistic
Theory, 16, 347–385.
Dimroth, C., & Starren, M. (Eds.). (2003). Information
structure and the dynamics of language acquisition. John Benjamins.
Divjak, D. (2019). Frequency
in language: Memory, attention and learning. Cambridge University Press.
Doumas, L. A., Hummel, J. E., & Sandhofer, C. M. (2008). A
theory of the discovery and predication of relational concepts. Psychological
Review, 115(1), 1–43.
Drozd, K. F. (2001). Children’s
weak interpretations of universally quantified questions. In M. Bowerman & S. Levinson (Eds.), Conceptual
development and language
acquisition (pp. 340–376). Cambridge University Press.
Dulay, H., Burt, M., & Krashen, S. (1982). Language
two. Oxford University Press.
Dussias, P. E. (2003). Syntactic
ambiguity resolution in L2 learners: Some effects of bilinguality on LI and L2 processing
strategies. Studies in Second Language
Acquisition, 25(4), 529–557.
Eichenbaum, H. (2012). The
cognitive neuroscience of memory: An introduction (2nd ed.). Oxford University Press.
Ellis, N. C. (2001). Memory
for language. In P. Robinson (Ed.), Cognition
and second language
instruction (pp. 33–68). Cambridge University Press.
(2002). Frequency
effects in language processing: A review with implications for theories of implicit and explicit language
acquisition. Studies in Second Language
Acquisition, 24(2), 143–188.
(2012). Formulaic
language and second language acquisition: Zipf and the phrasal teddy bear. Annual Review of
Applied
Linguistics, 32, 17–44.
(2016). Cognition,
corpora, and computing: Triangulating research in usage-based language learning. Language
Learning, 67(51), 40–65.
Ellis, N. C., & Cadierno, T. (2009). Constructing
a second language: Introduction to the special section. Annual Review of Cognitive
Linguistics, 7(1), 111–139.
Ellis, N. C., & Collins, L. (2009). Input
and second language acquisition: The roles of frequency, form, and function introduction to the special
issue. The Modern Language
Journal, 93(3), 329–335.
Ellis, N. C., & Ogden, D. C. (2017). Thinking
about multiword constructions: Usage-based approaches to acquisition and processing. Topics in
Cognitive
Science, 9(3), 604–620.
Ellis, N. C., & Wulff, S. (2020). Usage-based
approaches to L2 acquisition. In B. VanPatten, G. Keating, & S. Wulff (Eds.), Theories
in second language acquisition: An
introduction, (pp. 63–82). Routledge.
Epstein, S., Kitahara, H., & Seely, T. (2017). Merge,
labeling and their interactions. In L. Bauke & A. Blümel (Eds.), Labels
and
roots (pp. 17–46). De Gruyter Mouton.
Fernández-Leborans, M. J. (1999). La
predicación: Las oraciones copulativas. In V. Demonte Barreto & I. Bosque (Eds.), Gramática
descriptiva de la lengua
española (Vol. 2, pp. 2357–2460). Espasa Calpe.
Ferreira, F. (2003). The
misinterpretation of noncanonical sentences. Cognitive
Psychology, 47(2), 164–203.
Ferreira, F., Bailey, K. G. D., & Ferraro, V. (2002). Good-enough
representations in language comprehension. Current Directions in Psychological
Science, 11(1), 11–15.
Ferreira, F., & Patson, N. D. (2007). The
‘good enough’ approach to language comprehension. Language and Linguistics
Compass, 1(1-2), 71–83.
Ferreira, F., & Qiu, Z. (2021). Predicting
syntactic structure. Brain
Research, 1770, Article 147632.
Fisher, C., Gertner, Y., Scott, R. M., & Yuan, S. (2010). Syntactic
bootstrapping. WIREs Cognitive
Science, 1(2), 143–149.
Fodor, J. D. (1989). Empty
categories in sentence processing. Language and Cognitive
Processes, 4(3–4), SI155–SI209.
Fodor, J. D., & Inoue, A. (2010). Attach
anyway. In J. D. Fodor & F. Ferreira (Eds.), Reanalysis
in sentence
processing (pp. 101–141). Kluwer.
Fodor, J. A., & Pylyshyn, Z. W. (1988). Connectionism
and cognitive architecture: A critical
analysis. Cognition, 28(1–2), 3–71.
Frank, M. C., & Tenenbaum, J. B. (2011). Three
ideal observer models for rule learning in simple
languages. Cognition, 120(3), 360–371.
Franzon, F., & Zanini, C. (2023). The
entropy of morphological systems in natural languages is modulated by functional and semantic
properties. Journal of Quantitative
Linguistics, 30(1), 42–66.
Frazier, L. (1999). On
sentence interpretation. Springer.
Frenck-Mestre, C. (2002). An
on-line look at sentence processing in the second language. In R. R. Heredia & J. Altarriba (Eds.), Bilingual
sentence
processing (pp. 217–236). Elsevier.
(2005). Eye-movement
recording as a tool for studying syntactic processing in a second language: A review of methodologies and experimental
findings. Second Language
Research, 21(2), 175–198.
Friederici, A. D., Brauer, J., & Lohmann, G. (2011). Maturation
of the language network: from inter- to intrahemispheric connectivities. PloS
one, 6(6), Article
e20726.
Friederici, A. D., Oberecker, R., & Brauer, J. (2012). Neurophysiological
preconditions of syntax acquisition. Psychological
Research, 76(2), 204–211.
Friston, K. (2018). Does
predictive coding have a future? Nature
Neuroscience, 21(8), 1019–1021.
Frost, R., Armstrong, B. C., Siegelman, N., & Christiansen, M. H. (2015). Domain
generality versus modality specificity: The paradox of statistical learning. Trends in
Cognitive
Sciences, 19(3), 117–125.
Gallego, A.J. & Martin, R. (2018). Language,
Syntax, and the Natural Sciences. Cambridge, Cambridge University Press.
Gabay, Y., Thiessen, E. D., & Holt, L. L. (2015). Impaired
statistical learning in developmental dyslexia. Journal of Speech, Language, and Hearing
Research:
JSLHR, 58(3), 934–945.
García-Pardo, A., & Menon, M. (2020). The
aspectual structure of the adjective: Spanish ser and
estar. In A. Morales-Front, M. J. Ferreira, R. P. Leow, & C. Sanz (Eds.), Hispanic
linguistics: Current issues and new
directions (pp. 138–159). John Benjamins.
Geeraerts, D., & Cuyckens, H. (2012). Introducing
cognitive linguistics. In D. Geeraerts, H. Cuyckens (Eds.), The
Oxford handbook of cognitive
linguistics (pp. 3–22). Oxford University Press.
Giacalone-Ramat, A. (1998). Testing
the boundaries of grammaticalization. In A. Giacalone-Ramat & P. J. Hopper (Eds.), The
limits of
grammaticalization (pp. 107–128). John Benjamins.
(2000). On
some grammaticalization patterns for auxiliaries. In J. C. Smith & D. Bentley (Eds.), Historical
linguistics 1995: Vol. 1, General issues and non-Germanic
Languages (pp. 125–154). John Benjamins.
Giacalone Ramat, A. (Ed.) (2003). Verso
l’italiano: Percorsi e strategie di
acquisizione. Carocci.
Gluck, M. A., & Bower, G. H. (1988). From
conditioning to category learning: An adaptive network model. Journal of Experimental
Psychology:
General, 117(3), 227–247.
Goldberg, A. E. (2006). Constructions
at work: The nature of generalization in language. Oxford University Press.
Goldberg, A. (2008). Universal
Grammar? Or prerequisites for natural language? Behavioral and Brain
Sciences, 31(5), 522–523.
Goldstein, M. H., Waterfall, H. R., Lotem, A., Halpern, J. Y., Schwade, J. A., Onnis, L., & Edelman, S. (2010). General
cognitive principles for learning structure in time and space. Trends in Cognitive
Sciences, 14(6), 249–258.
Gómez, R. (2007). Statistical
learning in infant language development. In M. G. Gaskell (Ed.), The
Oxford handbook of
psycholinguistics, pp. 601–616. Oxford University Press.
Granena, G., & Long, M. (Eds.) (2013a). Sensitive
periods, language aptitude, and ultimate L2 attainment. John Benjamins.
Granena, G., & Long, M. H. (2013b). Age
of onset, length of residence, language aptitude, and ultimate L2 attainment in three linguistic
domains. Second Language
Research, 29(3), 311–343.
Gries, S. T. (2008). Dispersions
and adjusted frequencies in corpora. International Journal of Corpus
Linguistics, 13(4), 403–437.
(2015). Statistics
for learner corpus research. In S. Granger, G. Gilquin, & F. Meunier (Eds.), The
Cambridge handbook of learner corpus
research (pp. 159–182). Cambridge University Press.
(2018). Mechanistic
formal approaches to language acquisition: Yes, but at the right level(s) of
resolution. Linguistic Approaches to
Bilingualism, 8(6), 733–737.
(2022). On,
or against?, (just) frequency. In H. Boas (Ed.), Directions
for pedagogical construction grammar: Learning and teaching (with)
constructions (pp. 47–72). De Gruyter Mouton.
Gries, S. T., & Ellis, N. C. (2015). Statistical
measures for usage-based
linguistics. Language
Learning, 65(S1), 228–255.
Hagiwara, H., Soshi, T., Ishihara, M., & Imanaka, K. (2007). A
topographical study on the event-related potential correlates of scrambled word order in Japanese complex
sentences. Journal of Cognitive
Neuroscience, 19(2), 175–193.
Hall, T. (2010). L2
learner-made formulaic expressions and constructions. Columbia University Working Papers in
TESOL and Applied
Linguistics, 10(2), 1–18.
Hamrick, P. (2015). Declarative
and procedural memory abilities as individual differences in incidental language
learning. Learning and Individual
Differences, 44, 9–15.
Han, Z., & Tarone, E. (Eds.) (2014). Interlanguage:
Forty years later. John Benjamins.
Hare, M., & Elman, J. L. (1993). From
weared to wore: A connectionist account of language change. Proceedings of the Fifteenth Annual
Conference of the Cognitive Science
Society, 528–533. Lawrence Erlbaum Associates.
Haselow, A., & Kaltenböck, G. (Eds.) (2020). Grammar
and cognition: Dualistic models of language structure and language processing. John Benjamins.
Haspelmath, M. (2021). Explaining
grammatical coding asymmetries: Form–frequency correspondences and predictability. Journal of
Linguistics, 57(3), 605–633.
Hastie, T., Tibshirani, R., & Friedman, J. (2009). The
elements of statistical learning: Data mining, inference, and
prediction. Springer.
Hauptmann, B., & Karni, A. (2002). From
primed to learn: The saturation of repetition priming and the induction of long-term
memory. Cognitive Brain
Research, 13(3), 313–322.
Hauser, M. D., Yang, C., Berwick, R. C., Tattersall, I., Ryan, M. J., Watumull, J., Chomsky, N., & Lewontin, R. C. (2014). The
mystery of language evolution. Frontiers in
Psychology, 5, Article 401.
Hawkins, J. A. (2003). Efficiency
and complexity in grammars: Three general principles. In J. Moore & M. Polinsky (Eds.), The
nature of explanation in linguistic
theory (pp. 121–152). CSLI Publications.
(2004). Efficiency
and complexity in grammars. Oxford University Press.
(2022). Have
grammars been shaped by working memory and if so, how? In J. Schwieter & Z. Wen (Eds.), The
Cambridge handbook of working memory and
language (pp. 275–303). Cambridge University Press.
Hawkins, R. (2001). Second
language syntax: A generative
introduction. Blackwell.
Heine, B., Kaltenböck, G., Kuteva, T., & Long, H. (2013). An
outline of discourse grammar. In S. Bischoff & C. Jany (Eds.), Functional
approaches to
language (pp. 155–206). De Gruyter Mouton.
Heine, B., Kuteva, T., & Kaltenböck, G. (2014). Discourse
Grammar, the dual process model, and brain lateralization: Some correlations. Language and
Cognition: An Interdisciplinary Journal of Language and Cognitive
Science, 6(1), 146–180.
Hendriks, H. (2003). How
to acquire anaphoric linkage in European languages: a look at evidence from Chinese learner
data. In E. Banfi (Ed.), Italiano
di cinesi: Percorsi
acquisizionali (pp. 57–66). Franco Angeli.
Hilpert, M., & Diessel, H. (2017). Entrenchment
in construction grammar. In H.-J. Schmid (Ed.), Entrenchment
and the psychology of language learning: How we reorganize and adapt linguistic
knowledge (pp. 57–74). De Gruyter Mouton.
Hjelmslev, L. (1938). Essai
d’une théorie des morphèmes. In Actes du IV Congrès International des
Linguistes (pp. 140–151). Munksgaard.
Hohwy, J. (2013). The
predictive mind. Oxford University Press.
Hommel, B., Müsseler, J., Aschersleben, G., & Prinz, W. (2001). The
Theory of Event Coding (TEC): A framework for perception and action planning. Behavioral and
Brain
Sciences, 24(5), 849–937.
Hommel, B., & Prinz, W. (Eds.). (1996). Theoretical
issues in stimulus-response
compatibility. North-Holland.
Hornstein, N. (2009). A
theory of syntax: Minimal operations and universal grammar. Cambridge University Press.
Hornstein, N., & Pietroski, P. (2009). Basic
operations: Minimal syntax-semantics. Catalan Journal of
Linguistics, 8, 113–139. [URL].
Hulme, C., & Snowling, M. J. (2013). Learning
to read: What we know and what we need to understand better. Child Development
Perspectives, 7(1), 1–5.
Hulstijn, J. H. (2002). What
does the impact of frequency tell us about the language acquisition device? Studies in Second
Language
Acquisition, 24(2), 269–273.
Hummel, J. E. (2010). Symbolic
versus associative learning. Cognitive
science, 34(6), 958–965.
Irwin, D. E. (2004). Fixation
location and fixation duration as indices of cognitive
processing. In J. M. Henderson & F. Ferreira (Eds.), The
interface of language, vision, and action: Eye movements and the visual
world (pp. 105–133). Psychology Press.
Jackendoff, R. (1997). The
architecture of the language faculty. The MIT Press.
(2002a). Foundations
of language: Brain, meaning, grammar, evolution. Oxford University Press.
(2002b). What’s
in the lexicon? In S. Nooteboom, F. Weerman, & F. Wijnen (Eds.), Storage
and computation in the language
faculty (pp. 23–58). Kluwer.
Jackendoff, R., & Audring, J. (2020). Relational
morphology: A cousin of construction grammar. Frontiers in
Psychology, 11, Article 2241.
Jackendoff, R., & Pinker, S. (2005). The
nature of the language faculty and its implications for evolution of language (reply to Fitch, Hauser, and
Chomsky). Cognition, 97(2), 211–225.
Jaén, M. M. (2007). A
corpus-driven design of a test for assessing the ESL collocational competence of university
students. International Journal of English
Studies, 7(2), 127–147.
Jakubíček, M., Kilgarriff, A., Kovář, V., Rychlý, P., & Suchomel, V. (2013, July). The
TenTen corpus family. 7th International Corpus Linguistics Conference
CL, 125–127.
Jared, D. (1997). Spelling-sound
consistency affects the naming of high-frequency words. Journal of Memory and
Language, 36(4), 505–529.
Joanisse, M. F., & Seidenberg, M. S. (1999). Impairments
in verb morphology after brain injury: A connectionist model. Proceedings of the National
Academy of Sciences of the United States of
America, 96(13), 7592–7597.
Jordens, P. (1997). Introducing
the Basic Variety. Second Language
Research, 13(4), 289–300.
Juffs, A. (2005). The
influence of first language on the processing of wh-movement in English as a second
language. Second Language
Research, 21(2), 121–151.
Juliano, C., & Tanenhaus, M. K. (1994). A
constraint-based lexicalist account of the subject/object attachment preference. Journal of
Psycholinguistic
Research, 23(6), 459–471.
Kafri, R., Springer, M., & Pilpel, Y. (2009). Genetic
redundancy: New tricks for old
genes. Cell, 136(3), 389–392.
Kaltenböck, G., Heine, B., & Kuteva, T. (2011). On
thetical grammar. Studies in
Language, 35(4), 852–897.
Kam, C. L. H., & Newport, E. L. (2005). Regularizing
unpredictable variation: The roles of adult and child learners in language formation and
change. Language Learning and
Development, 1(2), 151–195.
(2009). Getting
it right by getting it wrong: When learners change languages. Cognitive
Psychology, 59(1), 30–66.
Kaplan, R. M. (2014). Syntax. In R. Mitkov (Ed.), The
Oxford handbook of computational linguistics (2nd
ed., pp. 74–93). Oxford University Press.
Karttunen, L., Chanod, J. P., Grefenstette, G., & Schille, A. (1996). Regular
expressions for language engineering. Natural Language
Engineering, 2(4), 305–328.
Keating, G. D. (2014). Eye
tracking with text. In J. Jegerski & B. VanPatten (Eds.), Research
methods in second language
psycholinguistics (pp. 69–92). Routledge.
Keen, E. & Grüter, T. (Eds.). (2021). Prediction
in second language processing and learning. John Benjamins.
Keller, F., & Sorace, A. (2003). Gradient
auxiliary selection and impersonal passivization in German: An experimental
investigation. Journal of
Linguistics, 39(1), 57–108.
Kilgarriff, A., & Renau, I. (2013). esTenTen,
a vast web corpus of Peninsular and American Spanish. Procedia-Social and Behavioral
Sciences, 95, 12–19.
Kimppa, L., Kujala, T., Leminen, A., Vainio, M., & Shtyrov, Y. (2015). Rapid
and automatic speech-specific learning mechanism in human
neocortex. NeuroImage, 118, 282–291.
King, J. W., & Kutas, M. (1995). Who
did what and when? Using word- and clause-level ERPs to monitor working memory usage in
reading. Journal of Cognitive
Neuroscience, 7(3), 376–395.
Klein, W., & Perdue, C. (1992). Utterance
structure: Developing grammars again. John Benjamins.
(1997). The
Basic Variety (or: Couldn’t natural languages be much simpler?). Second Language
Research, 13(4), 301–347.
Kóbor, A., Takács, Á., Kardos, Z., Janacsek, K., Horváth, K., Csépe, V., & Nemeth, D. (2018). ERPs
differentiate the sensitivity to statistical probabilities and the learning of sequential structures during procedural
learning. Biological
Psychology, 135, 180–193.
Koeneman, O., & Zeijlstra, H. (2017). Introducing
syntax. Cambridge University Press.
Koopman, H., & Sportiche, D. (1991). The
position of
subjects. Lingua, 85(2–3), 211–258.
Kraš, T. (2009). Native-like
attainment of the lexicon-syntax interface in the L2: Converging evidence from different
methodologies, In J. Chandlee, M. Franchini, S. Lord & G.-M. Rheiner (Eds.), Proceedings
of the 33th annual Boston University conference on language
development (pp.278–289). Cascadilla Press.
(2010). Unaccusativity
in L2 Italian at the lexico-syntax interface. In M. Iverson, I. Ivanov, T. Judy, J. Rothman, R. Slabakova, & M. Tryzna (Eds.), Proceedings
of the mind/context divide workshop on linguistic interfaces and
acquisition (pp. 60–71). Cascadilla Press.
Kutas, M., & Federmeier, K. D. (2011). Thirty
years and counting: finding meaning in the N400 component of the event-related brain potential
(ERP). Annual Review of
Psychology, 62, 621–647.
Landau, B., & Gleitman, L. R. (1985). Language
and experience: Evidence from the blind child. Harvard University Press.
Langacker, R. W. (1987). Foundations
of Cognitive Grammar: Vol. I, Theoretical Prerequisites. Stanford University Press.
(2017). Entrenchment
in cognitive grammar. In H.-J. Schmid (Ed.), Entrenchment
and the psychology of language learning: How we reorganize and adapt linguistic
knowledge (pp. 39–56). De Gruyter Mouton.
Lau, E., & Liao, C.-H. (2018). Linguistic
structure across time: ERP responses to coordinated and uncoordinated noun phrases. Language,
Cognition and
Neuroscience, 33(5), 633–647.
Lehecka, T. (2015). Collocations
and colligations. In J.-O. Östman & J. Verschueren (Eds.), Handbook
of
pragmatics (pp. 1–20). John Benjamins.
Lester, N. A., Moran, S., Küntay, A. C., Allen, S. E. M., Pfeiler, B., & Stoll, S. (2022). Detecting
structured repetition in child-surrounding speech: Evidence from maximally diverse
languages. Cognition, 221, Article
104986.
Levin, B., & Rappaport-Hovav, M. (1995). Unaccusativity:
At the syntax-lexical semantics interface. The MIT Press. [URL]
Levshina, N. (2015). How
to do linguistics with R: Data exploration and statistical analysis. John Benjamins.
Li, P., Jeong, H. and Xu, Y. (2017). A
consequence of an internal generative process by which the human brain draws upon given information to construct hypothesized
candidate representations of the forthcoming
information. Neuropsychologia, 106, pp.64–75.
Lidz, J., & Gagliardi, A. (2015). How
nature meets nurture: Universal grammar and statistical learning. Annual Review of
Linguistics, 1, 333–353.
Liu, H., Forest, T. A., Duncan, K., & Finn, A. S. (2023). What
sticks after statistical learning: The persistence of implicit versus explicit memory
traces. Cognition, 236, Article
105439.
Logan, G. D. (1988). Toward
an instance theory of automatization. Psychological
Review, 95(4), 492–527.
(1997). Automaticity
and reading: Perspectives from the instance theory of automatization. Reading & Writing
Quarterly: Overcoming Learning
Difficulties, 13(2), 123–146.
(2002). An
instance theory of attention and memory. Psychological
Review, 109(2), 376–400.
Logan, G. D., & Klapp, S. T. (1991). Automatizing
alphabet arithmetic: I. Is extended practice necessary to produce automaticity? Journal of
Experimental Psychology: Learning, Memory, and
Cognition, 17(2), 179–195.
Lohndal, T. & Uriagereka, J. (2017). Third-Factor
Explanations and Universal Grammar. In I. Roberts (ed). The
Oxford Handbook of Generative Grammar, Oxford, Oxford University Press, pp. 114–128
Lovibond, P. F., & Shanks, D. R. (2002). The
role of awareness in Pavlovian conditioning: Empirical evidence and theoretical
implications. Journal of Experimental Psychology: Animal Behavior
Processes, 28(1), 3–26.
Luck, S. J., & Kappenman, E. S. (Eds.) (2012). The
Oxford handbook of event-related potentials components. Oxford University Press.
Lum, J. A., Conti-Ramsden, G., Page, D., & Ullman, M. T. (2012). Working,
declarative and procedural memory in specific language
impairment. Cortex, 48(9), 1138–1154.
MacKenzie, I. (2006). Unaccusative
verbs in Romance languages. Palgrave Macmillan.
MacWhinney, B. (2001). The
competition model: The input, the context, and the brain. In P. Robinson (Ed.), Cognition
and second language
instruction (pp. 69–90). Cambridge University Press.
(2005). A
unified model of language acquisition. In J. F. Kroll & A. M. B. de Groot (Eds.), Handbook
of bilingualism: Psycholinguistic
approaches (pp. 49–67). Oxford University Press.
Malec, W. (2009). On
the asymmetry of verb–noun collocations. In J. Arabski & A. Wojtaszek (Eds.), Neurolinguistic
and psycholinguistic perspectives on
SLA (pp. 126–144). Multilingual Matters.
Mani, N., & Huettig, F. (2012). Prediction
during language processing is a piece of cake – But only for skilled producers. Journal of
Experimental Psychology: Human Perception and
Performance, 38(4), 843–847.
Manning, C. D. (2003). Probabilistic
syntax. In R. Bod, J. Hay & S. Jannedy (Eds.), Probabilistic
linguistics (pp. 289–341). The MIT Press.
Marcus, G. F. (2003). The
algebraic mind: Integrating connectionism and cognitive science. The MIT Press.
Marcus, G. F., Pinker, S., Ullman, M., Hollander, M., Rosen, T. J., & Xu, F. (1992). Overregularization
in language acquisition. Monographs of the Society for Research in Child
Development, 57(4), 1–182.
Martin, C. D., Thierry, G., Kuipers, J.-R., Boutonnet, B., Foucart, A., & Costa, A. (2013). Bilinguals
reading in their second language do not predict upcoming words as native readers do. Journal of
Memory and
Language, 69(4), 574–588.
McClelland, J. L., & Patterson, K. (2002). Rules
or connections in past-tense inflections: What does the evidence rule out? Trends in Cognitive
Sciences, 6(11), 465–472.
McLaughlin, B. (1990). Restructuring. Applied
Linguistics, 11(2), 113–128.
McLaughlin, B., & Heredia, R. (1996). Information
processing approaches to research on second language acquisition and
use. In W. Ritchie & T. Bathia (Eds.), Handbook
of second language
acquisition (pp. 213–228). Academic Press.
McLaughlin, J., Osterhout, L., & Kim, A. (2004). Neural
correlates of second-language word learning: Minimal instruction produces rapid change. Nature
Neuroscience, 7(7), 703–704.
McLaughlin, J., Tanner, D., Pitkänen, I., Frenck-Mestre, C., Inoue, K., Valentine, G., & Osterhout, L. (2010). Brain
potentials reveal discrete stages of L2 grammatical learning. Language
Learning, 60(Suppl
2), 123–150.
McNealy, K., Mazziotta, J. C., & Dapretto, M. (2010). The
neural basis of speech parsing in children and adults. Developmental
Science, 13(2), 385–406.
(2011). Age
and experience shape developmental changes in the neural basis of language-related
learning. Developmental
Science, 14(6), 1261–1282.
Mehler, J., Peña, M., Nespor, M., & Bonatti, L. (2006). The
“soul” of language does not use statistics: Reflections on vowels and
consonants. Cortex, 42(6), 846–854.
Michaelis, L. A. (2004). Type
shifting in construction grammar: An integrated approach to aspectual coercion. Cognitive
Linguistics, 15(1), 1–67.
Millan, J., Lesarri, A., Fernández, J. A., & Martínez, R. (2021). Exploring
epigenetic marks by analysis of noncovalent
interactions. ChemBioChem, 22(2), 408–415.
Mintz, T. H. (2002). Category
induction from distributional cues in an artificial language. Memory &
Cognition, 30(5), 678–686.
(2003). Frequent
frames as a cue for grammatical categories in child directed
speech. Cognition, 90(1), 91–117.
Misyak, J. B., & Christiansen, M. H. (2012). Statistical
learning and language: An individual differences study. Language
Learning, 62(1), 302–331.
Mitchell, D. C. (1994). Sentence
parsing. In M. A. Gernsbacher (Ed.), Handbook
of
psycholinguistics (pp. 375–409). Academic Press.
Mitchell, R., & Myles, F. (2004). Second
language learning theories (2nd ed.). Hodder Arnold.
Mizuguchi, M. (2019). Ambiguous
labeling and full interpretation. Studia
Linguistica, 73(3), 563–603.
Moens, M., & Steedman, M. (2005). Temporal
ontology and temporal reference. In I. Mani, J. Pusteiovskj, & R. Gaizauskas (Eds.), The
language of time: A
reader (pp. 93–114). Oxford University Press.
Molinaro, N., Giannelli, F., Caffarra, S., & Martin, C. (2017). Hierarchical
levels of representation in language prediction: The influence of first language acquisition in highly proficient
bilinguals. Cognition, 164, 61–73.
Montrul, S. & Slabakova, R. (2003). Competence
similarities between native and near-NS: An investigation of the preterite-imperfect contrast in
Spanish. Studies in Second Language
Acquisition, 25(3), 351–398.
Morgan, E., & Levy, R. (2016). Abstract
knowledge versus direct experience in processing of binomial
expressions. Cognition, 157, 384–402.
Mueller, J. L., Oberecker, R., & Friederici, A. D. (2009). Syntactic
learning by mere exposure: An ERP study in adult learners. BMC
Neuroscience, 10, Article 89.
Munn, A., Karen, M., & Cristina, S. (2006). Maximality
and plurality in children’s interpretation of definites. In D. Bamman, T. Magnitskaia, & C. Zaller (Eds.), Proceedings
of the 30th annual Boston University conference on language
development (pp. 377–387). Cascadilla Press.
Myles, F. (2004). From
data to theory: The over-representation of linguistic knowledge in SLA. Transactions of the
philological
Society, 102(2), 139–168.
(2016). Formulaic
Sequences (FS) cannot be an umbrella term in SLA: Focusing on psycholinguistic FSs and their
identification. Studies in Second Language
Acquisition, 39(1), 3–28.
Myles, F., Hooper, J., & Mitchell, R. (1998). Rote
or rule? Exploring the role of formulaic language in classroom second language
learning. Language
Learning, 48(3), 323–363.
Namy, L. L. (2012). Getting
specific: Early general mechanisms give rise to domain-specific expertise in word
learning. Language Learning and
Development, 8(1), 47–60.
Nemeth, D., Janacsek, K., & Fiser, J. (2013). Age-dependent
and coordinated shift in performance between implicit and explicit skill learning. Frontiers in
Computational Neuroscience, 7, 147.
Newmeyer, F. J. (2005). Possible
and probable languages: A generative perspective on linguistic typology. Oxford University Press.
Newport, E. L. (2011). The
modularity issue in language acquisition: A rapprochement? Comments on Gallistel and
Chomsky. Language Learning and
Development, 7(4), 279–286.
Newport, E. L., & Aslin, R. N. (2004). Learning
at a distance I. Statistical learning of non-adjacent dependencies. Cognitive
Psychology, 48(2), 127–162.
Nooteboom, C., Weerman, F., & Wijnen, F. (Eds.) (2002). Storage
and computation in the language
faculty. Dordrecht: Kluwer.
Norde, M. (2009). Degrammaticalization. Oxford University Press.
Norris, J., & Ortega, L. (2003). Defining
and measuring SLA. In C. Doughty & M. Long (Eds.), The
handbook of second language
acquisition (pp. 716–761). Wiley-Blackwell.
Nosofsky, R. M. (2014). The
generalized context model: An exemplar model of
classification. In M. Pothos & A. Wills (Eds.), Formal
approaches in
categorization (pp. 18–39). Cambridge University Press.
Nowak, M. A., Boerlijst, M. C., Cooke, J., & Smith, J. M. (1997). Evolution
of genetic
redundancy. Nature, 388(6638), 167–171.
O’Donnell, T. J. (2015). Productivity
and reuse in language: A theory of linguistic computation and storage. The MIT Press.
O’Donnell, T. J., Goodman, N. D., & Tenenbaum, J. B. (2009). Fragment
grammars: Exploring computation and reuse in language. MIT Computer Science and Artificial
Intelligence Laboratory Technical Report Series, MIT-CSAIL-TR-2009-013.
O’Donnell, T., Snedeker, J., Tenenbaum, J., & Goodman, N. (2011). Productivity
and reuse in language: A developmental study. Proceedings of the Annual Meeting of the
Cognitive Science
Society, 33/33, 1613–1618. [URL]
O’Grady, W. (2008). Language
without grammar. In P. Robinson & N. Ellis (Eds.), Handbook
of cognitive linguistics and second language
acquisition (pp. 139–167). Routledge.
(2011). Interfaces
and processing. Linguistic Approaches to
Bilingualism, 1(1), 63–66.
(2012). Three
factors in the design and acquisition of language. WIREs Cognitive
Science, 3(5), 493–499.
Onnis, L. (2012). The
potential contribution of statistical learning to second language
acquisition. In J. Williams & P. Rebuschat (Eds), Statistical
learning and second language
acquisition (pp. 203–236). De Gruyter Mouton.
Onnis, L., Waterfall, H. R., & Edelman, S. (2008a). Learn
locally, act globally: Learning language from variation set
cues. Cognition, 109(3), 423–430.
Onnis, L., Waterfall, H., & Edelman, S. (2008b). Variation
sets facilitate artificial language learning. Proceedings of the 30th Annual Meeting of the
Cognitive Science Society, 30. [URL]
Ortega, L. (2011). Sequences
and processes in language learning. In C. Doughty & M. Long (Eds.), The
handbook of language teaching. Wiley-Blackwell.
(2014). Trying
out theories on interlanguage: Description and explanation over 40 years of L2 negation
research. In Z. Han & E. Tarone (Eds.), Interlanguage:
Forty years
later (pp. 173–201). John Benjamins.
Oshita, H. (2001). The
unaccusative trap in second language acquisition. Studies in Second Language
Acquisition, 23(2), 279–304.
Osterhout, L., Kim, A., & Kuperberg, G. R. (2012). The
neurobiology of sentence comprehension. In M. J. Spivey, K. McRae, & M. F. Joanisse (Eds.), The
Cambridge handbook of
psycholinguistics (pp. 365–389). Cambridge University Press.
Osterhout, L., McLaughlin, J., Kim, A., Greenwald, R., & Inoue, K. (2004). Sentences
in the brain: Event-related potentials as real-time reflections of sentence comprehension and language
learning. In M. Carreiras & C. Clifton (Eds.), The
on-line study of sentence comprehension: Eye-tracking, ERPs and
beyond (pp. 271–308). Psychology Press.
Osterhout, L., McLaughlin, J., Pitkanen, I., Frenck-Mestre, C., & Molinaro, N. (2006). Novice
learners, longitudinal designs and event-related potentials: A means for exploring the neurocognition of second language
processing. In P. Indefrey & M. Gullberg (Eds.), The
cognitive neuroscience of second language
acquisition (pp. 199–230). Blackwell.
Osterhout, L., Poliakov, A., Inoue, K., McLaughlin, J., Valentine, G., Pitkanen, I., Frenck-Mestre, C., & Hirschensohn, J. (2008). Second-language
learning and changes in the brain. Journal of
Neurolinguistics, 21(6), 509–521.
Packard, M. G., & Goodman, J. (2013). Factors
that influence the relative use of multiple memory
systems. Hippocampus, 23(11), 1044–1052.
Paczynski, M., Jackendoff, R., & Kuperberg, G. (2014). When
events change their nature: The neurocognitive mechanisms underlying aspectual
coercion. Journal of Cognitive
Neuroscience, 26(9), 1905–1917.
Pallotti, G. (2007). An
operational definition of the emergence criterion. Applied
Linguistics, 28(3), 361–382.
Paolieri, D., Cubelli, R., Macizo, P., Bajo, T., Lotto, L., & Job, R. (2010). Grammatical
gender processing in Italian and Spanish bilinguals. Quarterly Journal of Experimental
Psychology, 63(8), 1631–1645.
Paradis, M. (2004). A
neurolinguistic theory of bilingualism. John Benjamins.
(2009). Declarative
and procedural determinants of second languages. John Benjamins.
(2013). Late-L2
increased reliance on L1 neurocognitive substrates: A comment on Babcock, Stowe, Maloof, Brovetto & Ullman
(2012). Bilingualism: Language and
Cognition, 16, 704–07.
(2019). Special
foreword. In J. Schwieter & M. Paradis (Eds.), The
handbook of the neuroscience of
multilingualism (pp. xxxiii–xxxviii). Wiley-Blackwell.
Patel, A. D. (2012). Language,
music, and the brain: A resource-sharing framework. In P. Rebuschat, M. Rohrmeier, J. A. Hawkins, & I. Cross (Eds.), Language
and music as cognitive
systems (pp. 204–223). Oxford University Press.
Pearce, D. (2002). A
comparative evaluation of collocation extraction
techniques. In Proceedings of the Third International Conference on
Language Resources and Evaluation. European Language Resources Association (ELRA). [URL]
Pearlmutter, N. J., & MacDonald, M. C. (1995). Individual
differences and probabilistic constraints in syntactic ambiguity resolution. Journal of Memory
and
Language, 34(4), 521–542.
Peña, M., Bonatti, L. L., Nespor, M., & Mehler, J. (2002). Signal-driven
computations in speech
processing. Science, 298(5593), 604–607.
Pérez-Leroux, A. T. (2011). What
I don’t understand about interfaces. Linguistic Approaches to
Bilingualism, 1(1), 71–73.
Perfetti, C. & Helder, A. (2022). Progress
in reading science: Word identification, comprehension, and universal
perspectives. In M. J. Snowling, C. Hulme, & K. Nation (Eds.), The
science of reading: A handbook (2nd
ed) (pp. 5–35). Wiley Blackwell.
Perpiñán, S., & Cardinaletti, A. (2022). Null-Prep
as a systematic interlanguage phenomenon: Evidence from relative clauses, interrogatives, and sluicing
constructions. Second Language
Research, 0(0).
Perruchet, P., & Pacton, S. (2006). Implicit
learning and statistical learning: One phenomenon, two approaches. Trends in Cognitive
Sciences, 10(5), 233–238.
Phillips, C. (2013). Parser-grammar
relations: We don’t understand everything twice. In M. Sanz, I. Laka, & M. K. Tanenhaus (Eds.), Language
down the garden path: The cognitive and biological basis for linguistic
structure (pp. 294–315). Oxford University Press.
Phillips, C., Kazanina, N., & Abada, S. H. (2005). ERP
effects of the processing of syntactic long-distance dependencies. Cognitive Brain
Research, 22(3), 407–428.
Piattelli-Palmarini, M., Uriagereka, J. & Saladuru, P. (eds) (2009). Of
Minds & Language. Oxford: Oxford University Press.
Pickering, M. J., & Gambi, C. (2018). Predicting
while comprehending language: A theory and review. Psychological
Bulletin, 144(10), 1002–1044.
Pienemann, M. (1998). Language
processing and second language development: Processability theory. John Benjamins.
(2007). Processability
theory. In B. VanPatten & J. Williams (Eds.), Theories
in second language
acquisition (pp. 137–154). Lawrence Erlbaum Associates.
(2015). An
outline of processability theory and its relationship to other approaches to SLA. Language
Learning, 65(1), 123–151.
Pienemann, M., Di Biase, B., & Kawaguchi, S. (2005). Extending
processability theory. In M. Pienemann (Ed.), Cross-linguistic
aspects of processability
theory (pp. 199–251). John Benjamins.
Pinker, S. (1991). Rules
of
language. Science, 253(5019), 530–535.
(1997). Words
and rules in the human
brain. Nature, 387(6633), 547–548.
(1998). Words
and
rules. Lingua, 106(1–4), 219–242.
(1999). Words
and rules: The ingredients of language. Basic Books.
(2002). Preface. In S. Nootebom, F. Weerman, & F. Wijnen (Eds.), Storage
and computation in the language
faculty (pp. ix–xii). Kluwer.
Pinker, S., & Prince, A. (1994). Regular
and irregular morphology and the psychological status of rules of
grammar. In S. D. Lima, R. L. Corrigan, & G. K. Iverson (Eds.), The
reality of linguistic
rules (pp. 321–351). John Benjamins.
Pinker, S., & Ullman, M. T. (2002). Combination
and structure, not gradedness, is the issue. Trends in Cognitive
Sciences, 6(11), 472–474.
Plebanek, D. J., & James, K. H. (2021). The
effects of frequency, variability, and co-occurrence on category formation in neural
systems. Journal of Cognitive
Neuroscience, 33(8), 1397–1412.
Plunkett, K., & Marchman, V. (1991). U-shaped
learning and frequency effects in a multi-layered perceptron: Implications for child language
acquisition. Cognition, 38(1), 43–102.
Poeppel, D., & Monahan, P. J. (2011). Feedforward
and feedback in speech perception: Revisiting analysis by synthesis. Language and Cognitive
Processes, 26(7), 935–951.
Poldrack, R. A. (2006). Can
cognitive processes be inferred from neuroimaging data? Trends in Cognitive
Sciences, 10(2), 59–63.
Poldrack, R. A., Clark, J., Paré-Blagoev, E. J., Shohamy, D., Creso Moyano, J., Myers, C., & Gluck, M. A. (2001). Interactive
memory systems in the human
brain. Nature, 414(6863), 546–550.
Poldrack, R. A., & Packard, M. G. (2003). Competition
among multiple memory systems: Converging evidence from animal and human brain
studies. Neuropsychologia, 41(3), 245–251.
Prinz, W. (2018). Contingency
and similarity in response selection. Consciousness and
Cognition, 64, 146–153.
Pulvermüller, F., Cappelle, B., & Shtyrov, Y. (2013). Brain
basis of meaning, words, constructions, and grammar. In T. Hoffmann & G. Trousdale (Eds.), The
Oxford handbook of construction
grammar (pp. 397–416). Oxford University Press.
Pustejovsky, J. (1995). The
generative lexicon. The MIT Press.
Rabovsky, M., Hansen, S. S., & McClelland, J. L. (2018). Modelling
the N400 brain potential as change in a probabilistic representation of meaning. Nature Human
Behaviour, 2(9), 693–705.
Rah, A., & Adone, D. (2010). Processing
of the reduced relative clause versus main verb ambiguity in L2 learners at difference proficiency
levels. Studies in Second Language
Acquisition, 32(1), 79–109.
Ramscar, M., Hendrix, P., Shaoul, C., Milin, P., & Baayen, H. (2014). The
myth of cognitive decline: Non-linear dynamics of lifelong learning. Topics in Cognitive
Science, 6(1), 5–42.
Ramscar, M., Yarlett, D., Dye, M., Denny, K., & Thorpe, K. (2010). The
effects of feature-label-order and their implications for symbolic learning. Cognitive
Science, 34(6), 909–957.
Randall, J. (2007). Parameterized
auxiliary selection: A fine-grained interaction of features and linking
rules. In R. Aranovich (Ed.), Split
auxiliary
systems (pp. 207–235). John Benjamins.
Rastelli, S. (2007). Lexical
aspect and auxiliary selection in Italian learner corpora. Linguistica e
Filologia, XXV, 67–97.
(2014). Discontinuity
in second language acquisition: The switch between statistical and grammatical
learning. Multilingual Matters.
(2016). A
quantum-cognition approach to the study of second language acquisition. Journal of Cognitive
Science, 17(2), 229–262.
(2019). The
discontinuity model: Statistical and grammatical learning in adult second-language
acquisition. Language Acquisition: A Journal of Developmental
Linguistics, 26(4), 387–415.
(2022). The
uncertainty principle in second language acquisition. In A. G. Benati & J. W. Schwieter (Eds.), Second
language acquisition theory: The legacy of Mike
Long (pp. 101–112). John Benjamins.
Rayner, K., & Liversedge, S. P. (2004). Visual
and linguistic processing during eye fixations in reading. In J. M. Henderson & F. Ferreira (Eds.), The
interface of language, vision, and action: Eye movements and the visual
world (pp. 59–104). Psychology Press.
Rayner, K., & Sereno, S. C. (1994). Eye
movements in reading: Psycholinguistic studies. In M. A. Gernsbacher (Ed.), Handbook
of
psycholinguistics (pp. 57–81). Academic Press.
R Core Team (2021). R: A language and
environment for statistical computing. R Foundation for Statistical Computing. [URL]
Reeder, P., Newport, E., & Aslin, R. (2010). Novel
words in novel contexts: The role of distributional information in form-class category
learning. Proceedings of the Annual Meeting of the Cognitive Science
Society, 32, 2063–2068. [URL]
Requena, P. E., Román-Hernández, A. I., & Miller, K. (2015). Children’s
knowledge of the Spanish copulas ser and estar with novel
adjectives. Language Acquisition: A Journal of Developmental
Linguistics, 22(2), 193–207.
Rizzi, L. (2009). Movements
and concepts of locality. In M. Piattelli-Palmarini, J. Uriagereka, & P. Salaburu (Eds.), Of
minds and language: A dialogue with Noam Chomsky in the Basque
Country (pp. 154–168). Oxford University Press.
(2016). Labeling,
maximality and the head – phrase distinction. The Linguistic
Review, 33(1), 103–127.
Roberts, L., Gullberg, M., & Indefrey, P. (2008). Online
pronoun resolution in L2 discourse: L1 influence and general learner effects. Studies in Second
Language
Acquisition, 30(3), 333–357.
Roberts, L., & Siyanova-Chanturia, A. (2013). Using
eye-tracking to investigate topics in L2 acquisition and L2 processing. Studies in Second
Language
Acquisition, 35(2), 213–235.
Roeper, T. (2007). What
frequency can do and what it can’t. In I. Gülzow & N. Gagarina (Ed.), Frequency
effects in language acquisition: Defining the limits of frequency as an explanatory
concept (pp. 23–48). De Gruyter Mouton.
Romberg, A. R., & Saffran, J. R. (2010). Statistical
learning and language acquisition. WIREs Cognitive
Science, 1(6), 906–914.
Rossini Favretti, R. (2000). Progettazione
e costruzione di un corpus di italiano scritto: CORIS/CODIS. In R. Rossini Favretti (Ed.), Linguistica
e informatica. Multimedialità, corpora e percorsi di
apprendimento (pp. 39–56). Bulzoni.
Rossini Favrettii, R., Tamburini, F. & De Santis, C. (2002). A
corpus of written Italian: A defined and a dynamic model. In A. Wilson, P. Rayson, & T. McEnery (Eds.), A
rainbow of corpora: Corpus linguistics and the languages of the
world (pp. 27–38). Lincom.
Saffran, J. R. (2002). Constraints
on statistical language learning. Journal of Memory and
Language, 47(1), 172–196.
Saffran, J. R., & Wilson, D. P. (2003). From
syllables to syntax: Multilevel statistical learning by 12-month-old
infants. Infancy, 4(2), 273–284.
Schlund, M. W. & Ortu, D. (2010). Experience-dependent
changes in human brain activation during contingency
learning. Neuroscience, 165(1), 151–158.
Schmid, H.-J. (Ed.) (2017). Entrenchment
and the psychology of language learning: How we reorganize and adapt linguistic knowledge. De Gruyter Mouton.
Schmidt, J. R., & De Houwer, J. (2016). Time
course of colour-word contingency learning: Practice curves, pre-exposure benefits, unlearning, and
relearning. Learning and
Motivation, 56, 15–30.
Schmitt, C. J. (1996). Aspect
and the syntax of noun phrases (Unpublished doctoral
dissertation). University of Maryland, College Park.
Schmitt, C., & Miller, K. (2007). Making
discourse-dependent decisions: The case of the copulas ser and estar in
Spanish. Lingua, 117(11), 1907–1929.
Schmitt, N., & Underwood, G. (2004). Exploring
the processing of formulaic sequences through a self-paced reading
task. In N. Schmitt (Ed.), Formulaic
sequences (pp. 173–189). John Benjamins.
Schreiweis, C., Bornschein, U., Burguière, E., Kerimoglu, C., Schreiter, S., Dannemann, M., Goyal, S., Rea, E., French, C. A., Puliyadi, R., Groszer, M., Fisher, S. E., Mundry, R., Winter, C., Hevers, W., Pääbo, S., Enard, W., & Graybiel, A. M. (2014). Humanized
Foxp2 accelerates learning by enhancing transitions from declarative to procedural
performance. Proceedings of the National Academy of Sciences of the United States of
America, 111(39), 14253–14258.
Schuler, K. D., Reeder, P. A., Newport, E. L., & Aslin, R. N. (2017). The
effect of Zipfian frequency variations on category formation in adult artificial language
learning. Language Learning and
Development, 13(4), 357–374.
Schuler, K., Yang, C., & Newport, E. (2016). Testing
the Tolerance Principle: Children form productive rules when it is more computationally efficient to do
so. In Proceedings of the 38th Annual Conference of the Cognitive
Science
Society (pp. 2321–2326).
Shillcock, R. (2007). Eye
movements and visual world recognition. In M. G. Gaskell (Ed.), The
Oxford handbook of
psycholinguistics (pp. 89–105). Oxford University Press.
Segalowitz, N. (2003). Automaticity
and second languages. In C. Doughty & M. Long (Eds.), The
handbook of second language
acquisition (pp. 382–408). Blackwell.
Segalowitz, N., & Hulstijn, J. (2005). Automaticity
in bilingualism and second language learning. In J. F. Kroll & A. M. B. de Groot (Eds.), Handbook
of bilingualism: Psycholinguistic
approaches (pp. 371–388). Oxford University Press.
Segalowitz, N. S., & Segalowitz, S. J. (1993). Skilled
performance, practice, and the differentiation of speed-up from automatization effects: Evidence from second language word
recognition. Applied
Psycholinguistics, 14(3), 369–385.
Seidenberg, M. S. (1985). The
time course of phonological code activation in two writing
systems. Cognition, 19(1), 1–30.
Seidenberg, M. S., Farry-Thorn, M., & Zevin, J. D. (2022). Models
of word reading: What have we learned? In M. J. Snowling, C. Hulme, & K. Nation (Eds.), The
science of reading: A
handbook (pp. 36–59). Wiley-Blackwell.
Seidenberg, M. S., MacDonald, M. C., & Saffran, J. R. (2002). Does
grammar start where statistics
stop? Science, 298(5593), 553–554.
Seidenberg, M. S., Waters, G. S., Barnes, M. A., & Tanenhaus, M. K. (1984). When
does irregular spelling or pronunciation influence word recognition? Journal of Verbal Learning
& Verbal
Behavior, 23(3), 383–404.
Selinker, L. (1972). Interlanguage. International
Review of Applied Linguistics in Language Teaching
IRAL, 10(3), 209–231.
Shanks, D. R. (2007). Associationism
and cognition: Human contingency learning at 25. Quarterly Journal of Experimental
Psychology, 60(3), 291–309.
Sharwood Smith, M., & Truscott, J. (2014). The
multilingual mind: A modular processing perspective. Cambridge University Press.
Shtyrov, Y. (2012). Neural
bases of rapid word learning. The
Neuroscientist, 18(4), 312–319.
Shtyrov, Y., Nikulin, V. V., & Pulvermüller, F. (2010). Rapid
cortical plasticity underlying novel word learning. The Journal of
Neuroscience, 30(50), 16864–16867.
Sidtis, J. J., Van Lancker Sidtis, D., Dhawan, V., & Eidelberg, D. (2018). Switching
language modes: Complementary brain patterns for formulaic and propositional language. Brain
Connectivity, 8(3), 189–196.
Siegelman, N., & Arnon, I. (2015). The
advantage of starting big: Learning from unsegmented input facilitates mastery of grammatical gender in an artificial
language. Journal of Memory and
Language, 85, 60–75.
Siegelman, N., & Frost, R. (2015). Statistical
learning as an individual ability: Theoretical perspectives and empirical evidence. Journal of
Memory and
Language, 81, 105–120.
Simor, P., Zavecz, Z., Horváth, K., Éltető, N., Török, C., Pesthy, O., Gombos, F., Janacsek, K., & Nemeth, D. (2019). Deconstructing
procedural memory: Different learning trajectories and consolidation of sequence and statistical
learning. Frontiers in
Psychology, 9, Article 2708.
Sinclair, J. (1998). The
lexical item. In E. Weigand (Ed.), Contrastive
lexical
semantics (pp. 1–24). John Benjamins.
Slabakova, R. (2016). Second
language acquisition. Oxford University Press.
Smith, C. (1991). The
parameter of aspect. Springer.
Smolensky, P. (2012). Symbolic
functions from neural computation. Philosophical transactions. Series A, Mathematical,
physical, and engineering
sciences, 370(1971), 3543–3569.
Solstad, T., Daskalaki, E., & Järvikivi, J. (2021). Expectations
in language processing and production: An introduction to the special
issue. Linguistics 59(2), 319–331.
Sonbul, S., El-Dakhs, D., Conklin, K., & Carrol, G. (2022). “Bread
and butter” or “butter and bread”? Nonnatives’ processing of novel lexical patterns in
context. Studies in Second Language
Acquisition, 45(2), 370–392.
Sorace, A. (1993). Incomplete
vs. divergent representations of unaccusativity in non native grammars of Italian. Second
Language
Research, 9(1), 22–47.
(1996). The
use of acceptability judgements in second language acquisition
research. In W. C. Ritchie & T. K. Bhatia (Eds.), Handbook
of second language
acquisition (pp. 375–409). Academic Press.
(2000). Gradients
in auxiliary selection with intransitive
verbs. Language, 76(4), 859–890.
(2004). Gradience
at the lexicon-syntax: Evidence from auxiliary selection. In A. Alexiadou, E. Anagnostopoulou, & M. Everaert (Eds.), The
unaccusativity puzzle: Explorations of the Syntax-Lexicon
Interface (pp. 243–268). Oxford University Press.
(2012). Pinning
down the concept of ‘interface’ in bilingual development. Linguistic Approaches to
Bilingualism, 1(1), 1–33.
Sorace, A., & Filiaci, F. (2006). Anaphora
resolution in near-native speakers of Italian. Second Language
Research, 22(3), 339–368.
Sorace, A., & Serratrice, L. (2009). Internal
and external interfaces in bilingual language development: Beyond structural
overlap. International Journal of
Bilingualism, 13(2), 195–210.
Spina, S. (2010). The
dictionary of Italian collocations: Design and integration in an online learning
environment. In N. Calzolari, K. Choukri, B. Maegaard, J. Mariani, J. Odjik, S. Piperidis, M. Rosner & D. Tapias (Eds.), Proceedings
of the seventh conference on international language resources and evaluation
(LREC’10) (pp. 3202–3208). European Language Resources Association.
Spinner, P., Gass, S. M., & Behney, J. (2013). Ecological
validity in eye-tracking: An empirical study. Studies in Second Language
Acquisition, 35(2), 389–415.
Spivey, M. J., Tanenhaus, M. K., Eberhard, K. M., & Sedivy, J. C. (2002). Eye
movements and spoken language comprehension: Effects of visual context on syntactic ambiguity
resolution. Cognitive
Psychology, 45(4), 447–481.
Squire, L. R., & Wixted, J. T. (2011). The
cognitive neuroscience of human memory since H.M. Annual Review of
Neuroscience, 34, 259–288.
Starling, S. J., Reeder, P. A., & Aslin, R. N. (2018). Probability
learning in an uncertain world: How children adjust to changing contingencies. Cognitive
Development, 48, 105–116.
Staub, A., & Rayner, K. (2007). Eye
movements and on-line comprehension processes. In M. G. Gaskell (Ed.), The
Oxford handbook of
psycholinguistics (pp. 327–342). Oxford University Press.
Stefaniak, N., Baltazart, V., & Declercq, C. (2021). Processing
verb meanings and the Declarative/Procedural Model: A developmental study. Frontiers in
Psychology, 12, Article 714523.
Stefanowitsch, A., & Gries, S. T. (2005). Covarying
collexems. Corpus Linguistics and Linguistic
Theory, 1(1), 1–43.
Steinhauer, K. (2014). Event-related
potentials (ERPs) in second language research: A brief introduction to the technique, a selected review, and an invitation to
reconsider critical periods in L2. Applied
Linguistics, 35(4), 393–417.
Stemberger, J. P., & MacWhinney, B. (1988). Are
inflected forms stored in the lexicon? In M. Hammond & M. Noonan (Eds.), Theoretical
morphology: Approaches in modern
linguistics (pp. 101–116). Academic Press.
Swaab, T. Y., Ledoux, K., Camblin, C. C. & Boudewyn, M. A. (2012). Language-Related
ERP Components. In S. Luck & E. Kappenman (Eds.), The
Oxford handbook of event-related potential
components (pp. 397–439).
Tal, S., & Arnon, I. (2018). SES
effects on the use of variation sets in child-directed speech. Journal of Child
Language, 45(6), 1423–1438.
Tanner, D. (2011). Agreement
mechanisms in native and nonnative language processing: Electrophysiological correlates of complexity and
interference (Unpublished doctoral dissertation). University of Washington.
(2013). Individual
differences and stream of processing. Linguistic Approaches to
Bilingualism, 3(3), 350–356.
Tanner, D., Inoue, K., & Osterhout, L. (2014). Brain-based
individual differences in online L2 grammatical comprehension. Bilingualism: Language and
Cognition, 17(2), 277–293.
Tanner, D., McLaughlin, J., Herschensohn, J., & Osterhout, L. (2013). Individual
differences reveal stages of L2 grammatical acquisition: ERP evidence. Bilingualism: Language
and
Cognition, 16(2), 367–382.
Tanner, D., Osterhout, L., & Herschensohn, J. (2009). Snapshots
of grammaticalization: Differential electrophysiological responses to grammatical anomalies with increasing L2
exposure. In J. Chandlee, M. Franchini, S. Lord, & G.-M. Rheiner (Eds.), Proceedings
of the 33rd annual Boston University Conference on Language
Development (pp. 528–539). Cascadilla Press.
Tanner, D., & Van Hell, J. G. (2012). ERPs
reveal individual differences in syntactic processing strategies. Poster presented at
the Psychonomics Society Conference, Minneapolis,
MN.
Taraban, R., & McClelland, J. L. (1987). Conspiracy
effects in word pronunciation. Journal of Memory and
Language, 26(6), 608–631.
Tettamanti, M., Rotondi, I., Perani, D., Scotti, G., Fazio, F., Cappa, S. F., & Moro, A. (2009). Syntax
without language: neurobiological evidence for cross-domain syntactic
computations. Cortex, 45(7), 825–838.
Thompson, S. P., & Newport, E. L. (2007). Statistical
learning of syntax: The role of transitional probability. Language Learning and
Development, 3(1), 1–42.
Toledo, A., & Sassoon, G. W. (2011). Absolute
vs. relative adjectives – Variance within vs. between individuals. Semantics and Linguistic
Theory, 21, 135–154.
Tomasello, M. (2003). Constructing
a language: A usage-based theory of language acquisition. Harvard University Press.
Townsend, D. J., & Bever, T. G. (2001). Sentence
comprehension: The integration of habits and rules. The MIT Press.
Townsend, P. (2006). The
autonomy of Grammar. Oxford Philosophical Society. [URL]
Travis, L. (2010a). The
role of features in syntactic theory and language variation. In J. M. Liceras, H. Zobl, & H. Goodluck (Eds.), The
role of formal features in second language
acquisition (pp. 22–47). Routledge.
(2010b). Inner
aspect: The Articulation of VP. Springer.
Tversky, A., & Gati, I. (1978). Studies
of similarity. In E. Rosch & B. Lloyd (Eds.), Cognition
and
categorization (pp. 79–98). Lawrence Elbaum Associates.
Uddén, J., & Bahlmann, J. (2012). A
rostro-caudal gradient of structured sequence processing in the left
inferior frontal gyrus. Philosophical Transactions of the Royal Society of London.
Series B, Biological
sciences, 367(1598), 2023–2032.
Uddén, J., Ingvar, M., Hagoort, P., & Petersson, K. M. (2012). Implicit
acquisition of grammars with crossed and nested non-adjacent dependencies: investigating the push-down stack
model. Cognitive
Science, 36(6), 1078–1101.
Ullman, M. T. (1999a). Acceptability
ratings of regular and irregular past-tense forms: Evidence for a dual-system model of language from word frequency and
phonological neighbourhood effects. Language and Cognitive
Processes, 14(1), 47–67.
(1999b). Naming
tools and using rules: Evidence that a frontal/basal-ganglia system underlies both motor skill knowledge and grammatical rule
use. Brain and
Language, 69(3), 316–318.
(2004). Contributions
of memory circuits to language: The Declarative/Procedural
Model. Cognition, 92(1–2), 231–270.
(2005). A
cognitive neuroscience perspective on second language acquisition: The Declarative/Procedural
Model. In C. Sanz (Ed.), Mind
and context in second language
acquisition (pp. 141–178). Georgetown University Press.
(2008). The
role of memory systems in disorders of language. In B. Stemmer & H. A. Whitaler (Eds.), Handbook
of the neuroscience of
language (pp. 189–198). Academic Press.
(2016). The
Declarative/Procedural Model: A neurobiological model of language learning, knowledge and
use. In G. Hickok & S. L. Small (Eds.), The
neurobiology of
language (pp. 953–968). Elsevier.
(2020). The
Declarative-Procedural
Model. In B. VanPatten, G. D. Keating, & S. Wullf (Eds.), Theories
in second language acquisition: An introduction (3rd
ed., pp. 128–161). Routledge.
Ullman, M. T., Corkin, S., Coppola, M., Hickok, G., Growdon, J. H., Koroshetz, W. J., & Pinker, S. (1997). A
neural dissociation within language: Evidence that the mental dictionary is part of declarative memory, and that grammatical
rules are processed by the procedural system. Journal of Cognitive
Neuroscience, 9(2), 266–276.
Ullman, M. T., Earle, F. S., Walenski, M., & Janacsek, K. (2020). The
neurocognition of developmental disorders of language. Annual Review of
Psychology, 71, 389–417.
Ullman, M. T., & Lovelett, J. T. (2018). Implications
of the Declarative/Procedural Model for improving second language learning: The role of memory enhancement
techniques. Second Language
Research, 34(1), 39–65.
Ullman, M. T., & Pullman, M. Y. (2015). A
compensatory role for declarative memory in neurodevelopmental disorders. Neuroscience and
Biobehavioral
Reviews, 51, 205–222.
Valois, D. (1991). The
internal structure of DP (Unpublished doctoral
dissertation). University of California.
Van Berkum, J. J., Zwitserlood, P., Hagoort, P., & Brown, C. M. (2003). When
and how do listeners relate a sentence to the wider discourse? Evidence from the N400
effect. Cognitive Brain
Research, 17(3), 701–718.
Van den Brink, D., Brown, C. M., & Hagoort, P. (2006). The
cascaded nature of lexical selection and integration in auditory sentence processing. Journal
of Experimental Psychology: Learning, Memory, and
Cognition, 32(2), 364–372.
Van Gompel, R. P. G., & Pickering, M. J. (2007). Syntactic
Parsing. In M. G. Gaskell (Ed.), The
Oxford handbook of
psycholinguistics (pp. 289–308). Oxford University Press.
Van Hout, A. (2004). Unaccusativity
as telicity checking. In A. Alexiadou, E. Anagnostopoulou, & M. Everaert (Eds.), The
unaccusativity puzzle: Explorations of the syntax-lexicon
interface (pp. 60–83). Oxford University Press.
Van Lancker Sidtis, D. (2004). When
novel sentences spoken or heard for the first time in the history of the universe are not enough: Toward a dual-process model
of language. International Journal of Language & Communication
Disorders, 39(1), 1–44.
(2008). Formulaic
and novel language in a ‘dual process’ model of language competence: Evidence from surveys, speech samples, and
schemata. In R. L. Corrigan, E. A. Moravcsik, H. Ouali, & K. M. Wheatley (Eds.), Formulaic
language: Vol. 2, Acquisition, loss, psychological reality, functional
applications (pp. 151–176). John Benjamins.
Van Lancker Sidtis, D. (2012). Two-track
mind: Formulaic and novel language support a dual-process
model. In M. Faust (Ed.), The
handbook of the neuropsychology of language: Vol. 1, Language processing in the brain: Basic science, Vol. 2. Language
processing in the brain: Clinical
populations (pp. 342–367). Wiley Blackwell.
Van Lancker Sidtis, D., Kougentakis, K., Cameron, K., Falconer, C., & Sidtis, J. (2012). “Down
with ___”: The linguistic schema as intermediary between formulaic and novel
expressions. Yearbook of
Phraseology, 3(1), 87–108.
Van Lancker Sidtis, D., & Postman, W. A. (2006). Formulaic
expressions in spontaneous speech of left- and right-hemisphere-damaged
subjects. Aphasiology, 20(5), 411–426.
VanPatten, B. (2007). Input
processing in adult second language acquisition. In B. VanPatten & J. Williams (Eds.), Theories
in second language acquisition: An
introduction (pp. 115–135). Lawrence Erlbaum Associates.
VanPatten, B., & Jegerski, J. (Eds.) (2010). Research
in second language processing and parsing. John Benjamins.
VanPatten, B., Smith, M., & Benati, A. (2019). Key
questions in second language acquisition. Cambridge University Press.
Van Petten, C., Coulson, S., Rubin, S., Plante, E., & Parks, M. (1999). Time
course of word identification and semantic integration in spoken language. Journal of
Experimental Psychology: Learning, Memory, and
Cognition, 25(2), 394–417.
Van Petten, C., & Luka, B. J. (2012). Prediction
during language comprehension: Benefits, costs, and ERP components. International Journal of
Psychophysiology, 83(2), 176–190.
Van Valin Jr., R. D., & LaPolla, R. J. (1997). Syntax:
Structure, meaning, and function. Cambridge University Press.
Vegas, R. A. M. (2022). Impacto
del factor frecuencia en la didáctica de estructuras verbales preposicionales en español para
sinohablantes. Porta
Linguarum, 38, 1–26.
Verkuyl, H. J. (2005). Aspectual
composition: Surveying the ingredients. In H. Verkuyl, H. de Swart & A. van Hout (Eds.), Perspectives
on
aspect (pp. 19–39). Springer.
Verneau, M., van der Kamp, J., Savelsbergh, G. J., & de Looze, M. P. (2014). Age
and time effects on implicit and explicit learning. Experimental aging
research, 40(4), 477–511.
Vogt, P., & Lieven, E. (2010). Verifying
theories of language acquisition using computer models of language evolution. Adaptive
Behavior, 18(1), 21–35.
Waterfall, H. R., Sandbank, B., Onnis, L., & Edelman, S. (2010). An
empirical generative framework for computational modeling of language acquisition. Journal of
Child
Language, 37(3), 671–703.
White, L. (2003). On
the nature of interlanguage representation: Universal grammar in the second
language. In C. Doughty & M. Long (Eds.), The
handbook of second language
acquisition (pp. 18–42). Wiley-Blackwell.
Wilmut, I., Sullivan, G., & Chambers, I. (2011). The
evolving biology of cell reprogramming. Philosophical Transactions of the Royal Society of
London. Series B, Biological
sciences, 366(1575), 2183–2197.
Wittenberg, E., Paczynski, M., Wiese, H., Jackendoff, R., & Kuperberg, G. (2014). The
difference between “giving a rose“ and “giving a kiss“: Sustained neural activity to the light verb
construction. Journal of Memory and
Language, 73, 31–42.
Wlotko, E. W., & Federmeier, K. D. (2012). So
that’s what you meant! Event-related potentials reveal multiple aspects of context use during construction of message-level
meaning. NeuroImage, 62(1), 356–366.
Wolter, B., & Yamashita, J. (2018). Word
frequency, collocational frequency, L1 congruency, and proficiency in l2 collocational processing: What accounts for L2
performance? Studies in Second Language
Acquisition, 40(2), 395–416.
Wong, P. C., Ettlinger, M., & Zheng, J. (2013). Linguistic
grammar learning and DRD2-TAQ-IA polymorphism. PloS
one, 8(5), Article
e64983.
Wood, C., & Connelly, V. (Eds.). (2009). Contemporary
perspectives on reading and spelling. Routledge.
Wray, A. (2000). Formulaic
sequences in second language teaching: Principle and practice. Applied
Linguistics, 21, (4), 463–489,
Wulff, S., Ellis, N. C., Römer, U., Bardovi–Harlig, K., & Leblanc, C. J. (2009). The
acquisition of tense–aspect: Converging evidence from corpora and telicity ratings. The Modern
Language
Journal, 93(3), 354–369.
Xiang, M., & Kuperberg, G. (2015). Reversing
expectations during discourse comprehension. Language, Cognition and
Neuroscience, 30(6), 648–672.
Yang, C. (2002). Knowledge
and learning in natural language. Oxford University Press.
(2004). Universal
Grammar, statistics or both? Trends in Cognitive
Sciences, 8(10), 451–456.
(2005). On
productivity. Linguistic Variation
Yearbook, 5, 333–370.
(2008). The
great number crunch. Journal of
Linguistics 44, 205–228.
(2011a). Computational
models of syntactic acquisition. WIREs Cognitive
Science, 3(2), 205–213.
(2011b). A
statistical test for grammar. Proceedings of the 2nd Workshop on Cognitive Modeling and
Computational
Linguistics (pp. 30–38). [URL]
(2013). Who’s
afraid of George Kingsley Zipf? Or: Do children and chimps have
language? Significance, 10(6), 29–34.
(2016). The
price of linguistic productivity: How children learn to break the rules of language. The MIT Press.
Yang, C., Crain, S., Berwick, R. C., Chomsky, N., & Bolhuis, J. J. (2017). The
growth of language: Universal Grammar, experience, and principles of computation. Neuroscience
and Biobehavioral Reviews, 81(Pt
B), 103–119.
Yang, C., & Roeper, T. (2011). Minimalism
and language acquisition. In C. Boeckx (Ed.), The
Oxford handbook of linguistic
minimalism (pp. 551–573). Oxford University Press.
Yano, M., & Koizumi, M. (2021). The
role of discourse in long-distance dependency formation. Language, Cognition and
Neuroscience, 36(6), 711–729.