Ben Ambridge
Ben Ambridge
Professor of Psychology, University of Liverpool
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The structure of working memory from 4 to 15 years of age.
SE Gathercole, SJ Pickering, B Ambridge, H Wearing
Developmental psychology 40 (2), 177, 2004
Child language acquisition: Contrasting theoretical approaches
B Ambridge, EVM Lieven
Cambridge University Press, 2011
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
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
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
The island status of clausal complements: Evidence in favor of an information structure explanation
B Ambridge, AE Goldberg
Walter de Gruyter GmbH & Co. KG 19 (3), 357-389, 2008
The distributed learning effect for children's acquisition of an abstract syntactic construction
B Ambridge, AL Theakston, EVM Lieven, M Tomasello
Cognitive development 21 (2), 174-193, 2006
Against stored abstractions: A radical exemplar model of language acquisition
B Ambridge
First Language 40 (5-6), 509-559, 2020
Experimental methods in studying child language acquisition
B Ambridge, CF Rowland
Wiley Interdisciplinary Reviews: Cognitive Science 4 (2), 149-168, 2013
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
Semantics versus statistics in the retreat from locative overgeneralization errors
B Ambridge, JM Pine, CF Rowland
Cognition 123 (2), 260-279, 2012
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
22 A Constructivist Account of Child Language Acquisition
B Ambridge, E Lieven
The handbook of language emergence, 478, 2015
Child language acquisition: Why universal grammar doesn't help
B Ambridge, JM Pine, EVM Lieven
Language 90 (3), e53-e90, 2014
The retreat from overgeneralization in child language acquisition: Word learning, morphology, and verb argument structure
B Ambridge, JM Pine, CF Rowland, F Chang, A Bidgood
Wiley Interdisciplinary Reviews: Cognitive Science 4 (1), 47-62, 2013
Avoiding dative overgeneralisation errors: semantics, statistics or both?
B Ambridge, JM Pine, CF Rowland, D Freudenthal, F Chang
Language, Cognition and Neuroscience 29 (2), 218-243, 2014
A semantics‐based approach to the “no negative evidence” problem
B Ambridge, JM Pine, CF Rowland, RL Jones, V Clark
Cognitive Science 33 (7), 1301-1316, 2009
Is structure dependence an innate constraint? New experimental evidence from children's complex‐question production
B Ambridge, CF Rowland, JM Pine
Cognitive Science 32 (1), 222-255, 2008
How do children restrict their linguistic generalizations? An (un‐) grammaticality judgment study
B Ambridge
Cognitive science 37 (3), 508-543, 2013
Children's judgments of regular and irregular novel past-tense forms: New data on the English past-tense debate.
B Ambridge
Developmental Psychology 46 (6), 1497, 2010
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