Part of
The Acquisition of Syntax in Romance Languages
Edited by Vincent Torrens and Linda Escobar
[Language Acquisition and Language Disorders 41] 2006
► pp. 319329
Cited by

Cited by 11 other publications

Costa, João & Ruth E. V. Lopes
2016. Acquisition of Portuguese Syntax. In The Handbook of Portuguese Linguistics,  pp. 562 ff. DOI logo
2011. Information tracking and encoding in early L1: linguistic competence vs. cognitive limitations. Journal of Child Language 38:4  pp. 828 ff. DOI logo
Foppolo, F. & F. Panzeri
2017. Presuppositions Are Challenging Not Only for Pre-Schoolers, but Also for School-Aged Children. In Linguistic and Psycholinguistic Approaches on Implicatures and Presuppositions,  pp. 151 ff. DOI logo
Caroline Féry & Shinichiro Ishihara
2016. The Oxford Handbook of Information Structure, DOI logo
Hirose, Yuki & Reiko Mazuka
2017. Exploiting Pitch Accent Information in Compound Processing: A Comparison between Adults and 6- to 7-Year-Old Children. Language Learning and Development 13:4  pp. 375 ff. DOI logo
Notley, Anna, Peng Zhou, Stephen Crain & Rosalind Thornton
2009. Children's Interpretation of Focus Expressions in English and Mandarin. Language Acquisition 16:4  pp. 240 ff. DOI logo
Sekerina, Irina A. & John C. Trueswell
2012. Interactive processing of contrastive expressions by Russian children. First Language 32:1-2  pp. 63 ff. DOI logo
SURÁNYI, Balázs & Lilla PINTÉR
2022. Children's comprehension of prosodically marked focus in Hungarian: How mandatory syntactic focus-marking affects the trajectory of acquisition. Journal of Child Language 49:4  pp. 824 ff. DOI logo
Vernice, Mirta & Maria Teresa Guasti
2014. Effects of prosodic cues on topic continuity in child language production. First Language 34:5  pp. 406 ff. DOI logo
Wolterbeek, Joris, Lisa van Dijke, Lotte Hogeweg & Caitlin Meyer
2017. Learning to suspend implicated contrast. Linguistics in the Netherlands 34  pp. 143 ff. DOI logo
2012. Children's use of phonological information in ambiguity resolution: a view from Mandarin Chinese. Journal of Child Language 39:4  pp. 687 ff. DOI logo

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