Publications
Alario, F. Xavier and Alfonso Caramazza. 2002. The production of determiners: evidence from French. Cognition 82 (3) : 179–223.
Altmann, Gerry T.M. 2002. Learning and development in neural networks – the importance of prior experience. Cognition 85 (2) : B34–B50.
Shimron, Joseph, Iris Berent, Gary F. Marcus and Amadantios I. Gafos. 2002. The scope of linguistic generalizations: evidence from Hebrew word formation. Cognition 83 (2) : 113–139.
Li, Peggy and Lila Gleitman. 2002. Turning the tables: language and spatial reasoning. Cognition 83 (3) : 265–294.
Naigles, Letitia R. 2002. Form is easy, meaning is hard: resolving a paradox in early child language. Cognition 86 (2) : 157–199.
Olds Batchelder, Eleanor. 2002. Bootstrapping the lexicon: A computational model of infant speech segmentation. Cognition 83 (2) : 167–206.
Goldstone, Robert L. and Brian J. Rogosky. 2002. Using relations within conceptual systems to translate across conceptual systems. Cognition 84 (3) : 295–320.
Malt, Barbara C., W. Tecumseh Fitch, Silvia Gennari and Steven A. Sloman. 2002. Motion events in language and cognition. Cognition 83 (1) : 49–79.
Booth, Amy A. and Sandra R. Waxman. 2002. Word learning is 'smart': evidence that conceptual information affects preschoolers' extension of novel words. Cognition 84 (1) : B11–B22.
Xu, Fei. 2002. The role of language in acquiring object kind concepts in infancy. Cognition 85 (3) : 223–250.
Golding, J. and Mingyu Zheng. 2002. Thought before language: how deaf and hearing children express motion events across cultures. Cognition 85 (2) : 145–175.
Brooks, Patricia J. and Martin D. S. Braine. 1996. What do children know about the universal quantifiers all and each? Cognition 60 (3) : 235–268.
Holm, Alison and Barbara Dodd. 1996. The effect of first written language on the acquisition of English literacy. Cognition 59 (2) : 119–147.
Sloan Berndt, Rita, Charlotte C. Mitchum and Anne M. Haendiges. 1996. Comprehension of reversible sentences in "agrammatism": a meta-analysis. Cognition 58 (3) : 289–308.
Hampton, James, Nick Braisby and Bradley Franks. 1996. Essentialism, word use, and concepts. Cognition 59 (3) : 247–274.
Keysar, Boaz and William S. Horton. 1996. When do speakers take into account common ground? Cognition 59 (1) : 91–117.
Landau, Barbara, Linda B. Smith and Susan S. Jones. 1996. Naming in young children: a dumb attentional mechanism? Cognition 60 (2) : 143–171.
Naigles, Letitia R. 1996. The use of multiple frames in verb learning via syntactic bootstrapping. Cognition 58 (2) : 221–251.
Olson, David R. 1996. Towards a psychology of literacy: on the relations between speech and writing. Cognition 60 (1) : 83–104.
Newcombe, Peter and Michael Siegal. 1996. Where to look first for suggestibility in young children. Cognition : 337–356.
Cuckle, Pat, Kerry Sims, Marie-Claude Jones, Annette Karmiloff-Smith and Julia Grant. 1996. Rethinking metalinguistic awareness: representing and accessing knowledge about what counts as a word. Cognition 58 (2) : 197–219.