Article published In:
Review of Cognitive Linguistics
Vol. 18:2 (2020) ► pp.350371
Bassano, D.
(2000) Early development of nouns and verbs in French: Exploring the interface between lexicon and grammar. Journal of Child Language, 271, 521–559. DOI logoGoogle Scholar
Brooks, P. B., Braine, M. D. S., Catalano, L., Brody, R. E., & Sudhalter, V.
(1993) Acquistion of gender-like noun subclasses in an artificial language: The contribution of phonological markers to learning. Journal of Memory and Language, 321, 79–95. DOI logoGoogle Scholar
Cassidy, K. W0., & Kelly, M. H.
(1991) Phonological information for grammatical category assignments. Journal of Memory and Language, 301, 348–369. DOI logoGoogle Scholar
Cassidy, K. W., & Kelly, M. H.
(2001) Children’s use of phonology to infer grammatical class in vocabulary learning. Psychonomic Bulletin and Review, 81, 519–523. DOI logoGoogle Scholar
Christiansen, M. H., & Monaghan, P.
(2016) Division of labor in vocabulary structure: Insights from corpus analyses. Topics in Cognitive Science, 81, 610–624. DOI logoGoogle Scholar
(2006) Discovering verbs through multiple-cue integration. In R. M. Golinkoff & K. Hirsh-Pasek (Eds.), Action meets word: How children learn verbs (pp. 88–107). New York: Oxford University Press. DOI logoGoogle Scholar
Christiansen, M. H., Onnis, L., & Hockema, S. A.
(2009) The secret is in the sound: From unsegmented speech to lexical categories. Developmental Science, 121, 388–395. DOI logoGoogle Scholar
Christophe, A., Millotte, S., Bernal, S., & Lidz, J.
(2008) Bootstrapping lexical and syntactic acquisition. Language and Speech, 511, 61–75. DOI logoGoogle Scholar
Cutler, A.
(1993) Phonological cues to open- and closed-class words in the processing of spoken sentences. Journal of Psycholinguistic Research, 221, 109–131.Google Scholar
Cyr, M., & Shi, R.
(2013) Development of abstract grammatical categorization in infants. Child Development, 841, 617–629. DOI logoGoogle Scholar
Durieux, G., & Gillis, S.
(2001) Predicting grammatical classes from phonological cues: An empirical test. In J. Weissenborn & B. Höhle (Eds.), Approaches to bootstrapping: Phonological, lexical, syntactic and neurophysiological aspects of early language acquisition (pp. 189–229). Amsterdam & Philadelphia: John Benjamins. DOI logoGoogle Scholar
Feijoo, S., Muñoz, C., Amadó, A., & Serrat, E.
(2017) When meaning is not enough: Distributional and semantic cues to word categorization in child directed speech. Frontiers in Psychology, 8(1242), 1–11. DOI logoGoogle Scholar
Feijoo, S., Muñoz, C., & Serrat, E.
(2015) Morphosyntactic cues to noun categorization in English child-directed speech. Language and Communication, 451, 1–11. DOI logoGoogle Scholar
Feijoo, S., & Serrat, E.
(2011) The usefulness of phonological information for the acquisition of grammatical structure in child language development. INFAD. Psicología de la Infancia y la Adolescencia, 11, 473–482.Google Scholar
Fitneva, S. A., Christiansen, M. H., & Monaghan, P.
(2009) From sound to syntax: Phonological constraints on children’s lexical categorization of new words. Journal of Child Language, 361, 967–997. DOI logoGoogle Scholar
Gerken, L. A., Wilson, R., & Lewis, W.
(2005) Seventeen-month-olds can use distributional cues to form syntactic categories. Journal of Child Language, 321, 249–268. DOI logoGoogle Scholar
Gleitman, L., Cassidy, K., Nappa, R., Papafragou, A., & Trueswell, J. C.
(2005) Hard Words. Language Learning and Development, 1(1), 23–64. DOI logoGoogle Scholar
Gout, A., Christophe, A., & Morgan, J. L.
(2004) Phonological phrase boundaries constrain lexical access II. Infant data. Journal of Memory and Language, 51(4), 548–567. DOI logoGoogle Scholar
Gutman, A., Dautriche, I., Crabbé, B., & Christophe, A.
(2015) Bootstrapping the syntactic bootstrapper: Probabilistic labeling of prosodic phrases. Language Acquisition, 22(3), 285–309. DOI logoGoogle Scholar
Jusczyk, P. W., Houston, D. M., & Newsome, M.
(1999) The beginnings of word segmentation in English-learning infants. Cognitive Psychology, 391, 159–207. DOI logoGoogle Scholar
Kelly, M. H.
(1992) Using sound to solve syntactic problems: The role of phonology in grammatical category assignments. Psychological Review, 991, 349–364. DOI logoGoogle Scholar
(1996) The role of phonology in grammatical category assignments. In J. L. Morgan & K. Demuth (Eds.), Signal to syntax: Bootstrapping from speech to grammar in early acquisition (pp. 249–262). Mahwah, NJ: Erlbaum.Google Scholar
Lany, J.
(2014) Judging words by their covers and the company they keep: Probabilistic cues support word learning. Child Development, 85(4), 1727–1739. DOI logoGoogle Scholar
Lany, J., & Gómez, R. L.
(2013) Probabilistically cued patterns trump perfect cues in statistical language learning. Language Learning and Development, 9(1), 66–87. DOI logoGoogle Scholar
Lany, J., & Saffran, J. R.
(2010) From statistics to meaning: Infant acquisition of lexical categories. Psychological Science, 211, 284–291. DOI logoGoogle Scholar
MacWhinney, B.
(2000) The CHILDES project: Tools for analyzing talk. 3rd edition. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Mintz, T. H.
(2003) Frequent frames as a cue for grammatical categories in child directed speech. Cognition, 901, 91–117. DOI logoGoogle Scholar
Monaghan, P., Chater, N., & Christiansen, M. H.
(2005) The differential contribution of phonological and distributional cues in grammatical categorisation. Cognition, 961, 143–182. DOI logoGoogle Scholar
Monaghan, P., Christiansen, M. H., & Chater, N.
(2007) The phonological-distributional coherence hypothesis: Cross-linguistic evidence in language acquisition. Cognitive Psychology, 551, 259–305. DOI logoGoogle Scholar
Morgan, J. L., Shi, R., & Allopenna, P.
(1996) Perceptual bases of rudimentary grammatical categories: Toward a broader conceptualization of bootstrapping. In J. L. Morgan & K. Demuth (Eds.), Signal to syntax: Bootstrapping from speech to grammar in early acquisition (pp. 262–293). Mahwah, NJ: Erlbaum.Google Scholar
Shi, R.
(2014) Functional morphemes and early language acquisition. Child Development Perspectives, 8(1), 6–11. DOI logoGoogle Scholar
Shi, R., & Moisan, A.
(2008) Prosodic cues to noun and verb categories in infant-directed speech. Proceedings of the thirty-second Boston university conference on language development (pp. 450–461). Somerville, MA: Cascadilla Press.Google Scholar
Shi, R., Morgan, J., & Allopenna, P.
(1998) Phonological and acoustic bases for earliest grammatical category assignment: A cross-linguistic perspective. Journal of Child Language, 251, 169–201. DOI logoGoogle Scholar
Shi, R., & Werker, J. F.
(2003) The basis of preference for lexical wordsin six-month-old infants. Developmental Science, 61, 484–488. DOI logoGoogle Scholar
Swingley, D.
(2005) Statistical clustering and the contents of the infant vocabulary. Cognitive Psychology, 501, 86–132. DOI logoGoogle Scholar
Theakston, A. L., Lieven, E. V., Pine, J., & Rowland, C. F.
(2001) The role of performance limitations in the acquisition of verb-argument structure: an alternative account. Journal of Child Language, 281, 127–152. DOI logoGoogle Scholar
Tomasello, M., & P. J. Brooks
(1999) Early syntactic development: A construction grammar account. In M. Barrett (Ed.), The development of language (pp. 161–190). London: Hove Psychology Press.Google Scholar
Tomasello, M., & R. Olguin
(1993) Twenty-three-month-old children have a grammatical category of noun. Cognitive Development, 81, 451–464. DOI logoGoogle Scholar
Trecca, F., Bleses, D., Madsen, T. O., & Christiansen, M. H.
(2018) Does sound structure affect word learning? An eye-tracking study of Danish learning toddlers. Journal of Experimental Child Psychology, 1671, 180–203. DOI logoGoogle Scholar