All Stories

  1. The Retreat from Locative Overgeneralisation Errors: A Novel Verb Grammaticality Judgment Study

    Article • PLoS ONE, May 2014, PLOS

    Professor Julian Mark Pine, Dr Ben Ambridge

  2. Why computational models are better than verbal theories: the case of nonword repetition

    Article • Developmental Science, November 2013, Wiley

    Professor Julian Mark Pine, Dr Gary Jones

  3. Supporting Early Vocabulary Development: What Sort of Responsiveness Matters?

    Article • IEEE Transactions on Autonomous Mental Development, September 2013, Institute of Electrical & Electronics Engineers (IEEE)

    Professor Julian Mark Pine

  4. Infinitives or bare stems? Are English-speaking children defaulting to the highest-frequency form?

    Article • Journal of Child Language, July 2013, Cambridge University Press

    Professor Julian Mark Pine, Dr Ben Ambridge

  5. Do young children have adult-like syntactic categories? Zipf’s law and the case of the determiner

    Article • Cognition, June 2013, Elsevier

    Professor Julian Mark Pine

  6. Emotional force of languages in multilingual speakers in Finland

    Article • Applied Psycholinguistics, December 2012, Cambridge University Press

    Professor Julian Mark Pine

  7. Avoiding dative overgeneralisation errors: semantics, statistics or both?

    Article • Language Cognition and Neuroscience, November 2012, Taylor & Francis

    Professor Julian Mark Pine, Dr Ben Ambridge

  8. The retreat from overgeneralization in child language acquisition: word learning, morphology, and verb argument structure

    Article • Wiley Interdisciplinary Reviews Cognitive Science, November 2012, Wiley

    Professor Julian Mark Pine, Dr Ben Ambridge

  9. The development of abstract syntax: Evidence from structural priming and the lexical boost

    Article • Cognition, October 2012, Elsevier

    Professor Julian Mark Pine, Dr Ben Ambridge

  10. Computational modelling of phonological acquisition: Simulating error patterns in nonword repetition tasks

    Article • Language and Cognitive Processes, July 2012, Taylor & Francis

    Professor Julian Mark Pine, Dr Gary Jones

  11. Semantics versus statistics in the retreat from locative overgeneralization errors

    Article • Cognition, May 2012, Elsevier

    Professor Julian Mark Pine, Dr Ben Ambridge

  12. The roles of verb semantics, entrenchment, and morphophonology in the retreat from dative argument-structure overgeneralization errors

    Article • Language, January 2012, Project Muse

    Professor Julian Mark Pine, Dr Ben Ambridge

  13. Comprehension of Argument Structure and Semantic Roles: Evidence from English‐Learning Children and the Forced‐Choice Pointing Paradigm

    Article • Cognitive Science, May 2011, Wiley

    Professor Julian Mark Pine

  14. Children use verb semantics to retreat from overgeneralization errors: A novel verb grammaticality judgment study

    Article • Cognitive Linguistics, April 2011, De Gruyter

    Professor Julian Mark Pine, Dr Ben Ambridge

  15. Lexicality and Frequency in Specific Language Impairment: Accuracy and Error Data from Two Nonword Repetition Tests

    Article • Journal of Speech Language and Hearing Research, December 2010, American Speech-Language-Hearing Association (ASHA)

    Professor Julian Mark Pine, Dr Gary Jones

  16. Explaining quantitative variation in the rate of Optional Infinitive errors across languages: A comparison of MOSAIC and the Variational Learning Model

    Article • Journal of Child Language, March 2010, Cambridge University Press

    Professor Julian Mark Pine

  17. A Semantics‐Based Approach to the “No Negative Evidence” Problem

    Article • Cognitive Science, September 2009, Wiley

    Professor Julian Mark Pine, Dr Ben Ambridge

  18. Simulating the Referential Properties of Dutch, German, and English Root Infinitives in MOSAIC

    Article • Language Learning and Development, January 2009, Taylor & Francis

    Professor Julian Mark Pine

  19. Computer Simulations of Developmental Change: The Contributions of Working Memory Capacity and Long‐Term Knowledge

    Article • Cognitive Science, October 2008, Wiley

    Professor Julian Mark Pine, Dr Gary Jones

  20. Tense over time: testing the Agreement/Tense Omission Model as an account of the pattern of tense-marking provision in early child English

    Article • Journal of Child Language, January 2008, Cambridge University Press

    Professor Julian Mark Pine

  21. The effect of verb semantic class and verb frequency (entrenchment) on children’s and adults’ graded judgements of argument-structure overgeneralization errors

    Article • Cognition, January 2008, Elsevier

    Professor Julian Mark Pine, Dr Ben Ambridge

  22. Is Structure Dependence an Innate Constraint? New Experimental Evidence From Children's Complex‐Question Production

    Article • Cognitive Science, January 2008, Wiley

    Professor Julian Mark Pine, Dr Ben Ambridge

  23. Linking working memory and long‐term memory: a computational model of the learning of new words

    Article • Developmental Science, October 2007, Wiley

    Professor Julian Mark Pine, Dr Gary Jones

  24. Understanding the developmental dynamics of subject omission: the role of processing limitations in learning

    Article • Journal of Child Language, January 2007, Cambridge University Press

    Professor Julian Mark Pine

  25. Testing the Agreement/Tense Omission Model using an elicited imitation paradigm

    Article • Journal of Child Language, November 2006, Cambridge University Press

    Professor Julian Mark Pine, Dr Ben Ambridge

  26. Investigating the abstractness of children's early knowledge of argument structure

    Article • Journal of Child Language, November 2006, Cambridge University Press

    Professor Julian Mark Pine

  27. Modeling the Development of Children's Use of Optional Infinitives in Dutch and English Using MOSAIC

    Article • Cognitive Science, March 2006, Wiley

    Professor Julian Mark Pine

  28. Note of clarification on the coding of light verbs in ‘Semantic generality, input frequency and the acquisition of syntax’ (Journal of Child Language 31, 61–99)

    Article • Journal of Child Language, February 2006, Cambridge University Press

    Professor Julian Mark Pine

  29. T OMASELLO , M., Constructing a language: a usage-based theory of language acquisition . Cambridge, MA: Harvard University Press, 2003. Pp. 388. Hardback, £29.95. ISBN 0-674-01030-2.

    Article • Journal of Child Language, September 2005, Cambridge University Press

    Professor Julian Mark Pine

  30. Testing the Agreement/Tense Omission Model: why the data on children's use of non-nominative 3psg subjects count against the ATOM

    Article • Journal of Child Language, May 2005, Cambridge University Press

    Professor Julian Mark Pine

  31. On the resolution of ambiguities in the extraction of syntactic categories through chunking

    Article • Cognitive Systems Research, March 2005, Elsevier

    Professor Julian Mark Pine

  32. The acquisition of auxiliary syntax: BE and HAVE

    Article • Cognitive Linguistics, February 2005, De Gruyter

    Professor Julian Mark Pine

  33. Semantic generality, input frequency and the acquisition of syntax

    Article • Journal of Child Language, February 2004, Cambridge University Press

    Professor Julian Mark Pine

  34. Determinants of acquisition order in wh-questions: re-evaluating the role of caregiver speech

    Article • Journal of Child Language, August 2003, Cambridge University Press

    Professor Julian Mark Pine

  35. The development of inversion in wh-questions: a reply to Van Valin

    Article • Journal of Child Language, February 2003, Cambridge University Press

    Professor Julian Mark Pine

  36. There is no evidence for a ‘no overt subject’ stage in early child Spanish: a note on Grinstead (2000)

    Article • Journal of Child Language, November 2002, Cambridge University Press

    Professor Julian Mark Pine, Dr Javier Aguado-Orea

  37. Going, going, gone: the acquisition of the verb ‘go’

    Article • Journal of Child Language, November 2002, Cambridge University Press

    Professor Julian Mark Pine

  38. Does error-free use of French negation constitute evidence for Very Early Parameter Setting?

    Article • Journal of Child Language, February 2002, Cambridge University Press

    Professor Julian Mark Pine

  39. The role of performance limitations in the acquisition of verb-argument structure: an alternative account

    Article • Journal of Child Language, February 2001, Cambridge University Press

    Professor Julian Mark Pine

  40. Emergentism, parsimony and the development of process models of language acquisition

    Article • Journal of Child Language, October 2000, Cambridge University Press

    Professor Julian Mark Pine

  41. Subject–auxiliary inversion errors and wh-question acquisition: ‘what children do know?’

    Article • Journal of Child Language, February 2000, Cambridge University Press

    Professor Julian Mark Pine

  42. The Role of Performance Limitations in the Acquisition of “Mixed” Verbargument Structure at Stage I

    Article • January 2000, Springer Science + Business Media

    Professor Julian Mark Pine

  43. BRENT, M. R. (ed.). (1997). Computational approaches to language acquisition. Cambridge, MA: The MIT Press. Pp. 199. ISBN 0-262-52229-2.

    Article • Journal of Child Language, February 1999, Cambridge University Press

    Professor Julian Mark Pine

  44. Subject–verb agreement in Brazilian Portuguese: what low error rates hide

    Article • Journal of Child Language, February 1998, Cambridge University Press

    Professor Julian Mark Pine

  45. Comparing different models of the development of the English verb category

    Article • Linguistics, January 1998, De Gruyter

    Professor Julian Mark Pine

  46. Stylistic Variation at the "Single-Word" Stage: Relations between Maternal Speech Characteristics and Children's Vocabulary Composition and Usage

    Article • Child Development, October 1997, JSTOR

    Professor Julian Mark Pine

  47. Slot and frame patterns and the development of the determiner category

    Article • Applied Psycholinguistics, April 1997, Cambridge University Press

    Professor Julian Mark Pine

  48. Lexically-based learning and early grammatical development

    Article • Journal of Child Language, February 1997, Cambridge University Press

    Professor Julian Mark Pine

  49. Observational and checklist measures of vocabulary composition: what do they mean?

    Article • Journal of Child Language, October 1996, Cambridge University Press

    Professor Julian Mark Pine

  50. Syntactic categories in the speech of young children: the case of the determiner

    Article • Journal of Child Language, June 1996, Cambridge University Press

    Professor Julian Mark Pine

  51. Variation in Vocabulary Development as a Function of Birth Order

    Article • Child Development, February 1995, JSTOR

    Professor Julian Mark Pine

  52. Environmental correlates of variation in lexical style: Interactional style and the structure of the input

    Article • Applied Psycholinguistics, July 1994, Cambridge University Press

    Professor Julian Mark Pine

  53. The language of primary caregivers

    Article • April 1994, Cambridge University Press

    Professor Julian Mark Pine

  54. Referential style and maternal directiveness: Different measures yield different results

    Article • Applied Psycholinguistics, April 1994, Cambridge University Press

    Professor Julian Mark Pine

  55. Individual differences in early vocabulary development: redefining the referential-expressive distinction

    Article • Journal of Child Language, June 1992, Cambridge University Press

    Professor Julian Mark Pine

  56. How referential are ‘referential’ children? Relationships between maternal-report and observational measures of vocabulary composition and usage

    Article • Journal of Child Language, February 1992, Cambridge University Press

    Professor Julian Mark Pine

  57. Referential style at thirteen months: why age-defined cross-sectional measures are inappropriate for the study of strategy differences in early language development

    Article • Journal of Child Language, October 1990, Cambridge University Press

    Professor Julian Mark Pine

  58. Elizabeth Bates, Inge Bretherton & Lynn Snyder, From first'words to grammar: individual differences and dissociable mechanisms. Cambridge: C.U.P., 1988. Pp. xii + 326.

    Article • Journal of Child Language, June 1990, Cambridge University Press

    Professor Julian Mark Pine