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Caroline Rowland
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The role of performance limitations in the acquisition of verb-argument structure: An alternative account
AL Theakston, EVM Lieven, JM Pine, CF Rowland
Journal of child language 28 (1), 127-152, 2001
4732001
The ubiquity of frequency effects in first language acquisition
B Ambridge, E Kidd, CF Rowland, AL Theakston
Journal of child language 42 (2), 239-273, 2015
3692015
The development of abstract syntax: Evidence from structural priming and the lexical boost
CF Rowland, F Chang, B Ambridge, JM Pine, EVM Lieven
Cognition 125 (1), 49-63, 2012
2582012
Comparing different models of the development of the English verb category
JM Pine, EVM Lieven, CF Rowland
Walter de Gruyter, Berlin/New York 36 (4), 807-830, 1998
2471998
Subject–auxiliary inversion errors and wh-question acquisition:‘What children do know?’
CF Rowland, JM Pine
Journal of child language 27 (1), 157-181, 2000
2282000
The effect of verb semantic class and verb frequency (entrenchment) on children’s and adults’ graded judgements of argument-structure overgeneralization errors
B Ambridge, JM Pine, CF Rowland, CR Young
Cognition 106 (1), 87-129, 2008
2252008
Determinants of acquisition order in wh-questions: Re-evaluating the role of caregiver speech
CF Rowland, JM Pine, EVM Lieven, AL Theakston
Journal of child language 30 (3), 609-635, 2003
1792003
Semantic generality, input frequency and the acquisition of syntax
AL Theakston, EVM Lieven, JM Pine, CF Rowland
Journal of child language 31 (1), 61-99, 2004
1682004
Explaining errors in children’s questions
CF Rowland
Cognition 104 (1), 106-134, 2007
1292007
Going, going, gone: The acquisition of the verb ‘go’
AL Theakston, EVM Lieven, JM Pine, CF Rowland
Journal of child language 29 (4), 783-811, 2002
1262002
Observational and checklist measures of vocabulary composition: What do they mean?
JM Pine, EVM Lieven, C Rowland
Journal of Child Language 23 (3), 573-590, 1996
1241996
Understanding child language acquisition
C Rowland
Routledge, 2013
1122013
When and how do children develop knowledge of verb argument structure? Evidence from verb bias effects in a structural priming task
M Peter, F Chang, JM Pine, R Blything, CF Rowland
Journal of Memory and Language 81, 1-15, 2015
1112015
Comprehension of argument structure and semantic roles: Evidence from English‐learning children and the forced‐choice pointing paradigm
CH Noble, CF Rowland, JM Pine
Cognitive science 35 (5), 963-982, 2011
1092011
Experimental methods in studying child language acquisition
B Ambridge, CF Rowland
Wiley Interdisciplinary Reviews: Cognitive Science 4 (2), 149-168, 2013
1012013
Comparing different accounts of inversion errors in children's non-subject wh-questions:‘What experimental data can tell us?’
B Ambridge, CF Rowland, AL Theakston, M Tomasello
Journal of Child Language 33 (3), 519-557, 2006
1012006
Children's comprehension of sentences with focus particles
KB Paterson, SP Liversedge, C Rowland, R Filik
Cognition 89 (3), 263-294, 2003
1012003
The impact of shared book reading on children's language skills: A meta-analysis
C Noble, G Sala, M Peter, J Lingwood, C Rowland, F Gobet, J Pine
Educational Research Review 28, 100290, 2019
862019
Semantics versus statistics in the retreat from locative overgeneralization errors
B Ambridge, JM Pine, CF Rowland
Cognition 123 (2), 260-279, 2012
852012
The roles of verb semantics, entrenchment, and morphophonology in the retreat from dative argument-structure overgeneralization errors
B Ambridge, JM Pine, CF Rowland, F Chang
Language, 45-81, 2012
852012
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