Publications
2025
Why educational inequality runs in families: Genetics matter more than environment
The role of executive function in the processing and acquisition of syntax.
Thothathiri, M., Kidd, E., & Rowland, C. (2025). The role of executive function in the processing and acquisition of syntax.. Royal Society open science, 12(3), 201497. doi:10.1098/rsos.201497
Quantifier-specific usage patterns shape learning – A corpus analysis on universal quantifiers in English and Dutch child-directed language.
The separability of early vocabulary and grammar knowledge
Donnelly, S., Kidd, E., Verkuilen, J., & Rowland, C. (2025). The separability of early vocabulary and grammar knowledge. Journal of Memory and Language, 141, 104586. doi:10.1016/j.jml.2024.104586
Deaf Signers Adapt Their Eye Gaze Behaviour When Comprehending an Unknown Sign Language
Encouraging use of complex language in preschoolers: a classroom-based storybook intervention study
Muhinyi, A., Stewart, A. J., & Rowland, C. F. (n.d.). Encouraging use of complex language in preschoolers: a classroom-based storybook intervention study. Language Learning and Development, 1-19. doi:10.1080/15475441.2024.2443447
Gesture screening in young infants: Highly sensitive to risk factors for communication delay.
Alcock, K., Meints, K., & Rowland, C. (2025). Gesture screening in young infants: Highly sensitive to risk factors for communication delay.. International journal of language & communication disorders, 60(1), e13150. doi:10.1111/1460-6984.13150
Language acquisition occurs in multimodal social interaction: A commentary on Karadöller, Sümer and Özyürek
Sander, J., Zhang, Y., & Rowland, C. F. (n.d.). Language acquisition occurs in multimodal social interaction: A commentary on Karadöller, Sümer and Özyürek. First Language. doi:10.1177/01427237251326984
2024
Establishing the reliability of metrics extracted from long-form recordings using LENA and the ACLEW pipeline.
Cristia, A., Gautheron, L., Zhang, Z., Schuller, B., Scaff, C., Rowland, C., . . . Soderstrom, M. (2024). Establishing the reliability of metrics extracted from long-form recordings using LENA and the ACLEW pipeline.. Behavior research methods, 56(8), 8588-8607. doi:10.3758/s13428-024-02493-2
Statistical learning ability at 17 months relates to early reading skills via oral language.
Monaghan, P., Jago, L. S., Speyer, L., Turnbull, H., Alcock, K. J., Rowland, C. F., & Cain, K. (2024). Statistical learning ability at 17 months relates to early reading skills via oral language.. Journal of experimental child psychology, 246, 106002. doi:10.1016/j.jecp.2024.106002
The effect of visual speech cues on neural tracking of speech in 10-month-old infants.
Çetinçelik, M., Jordan-Barros, A., Rowland, C. F., & Snijders, T. M. (2024). The effect of visual speech cues on neural tracking of speech in 10-month-old infants.. The European journal of neuroscience, 60(6), 5381-5399. doi:10.1111/ejn.16492
Establishing the reliability of metrics extracted from long-form recordings using LENA and the ACLEW pipeline
Why does Joint Attention Predict Vocabulary Acquisition? The Answer Depends on What Coding Scheme you Use
A Comprehensive Examination of Prediction-Based Error as a Mechanism for Syntactic Development: Evidence From Syntactic Priming.
Donnelly, S., Rowland, C., Chang, F., & Kidd, E. (2024). A Comprehensive Examination of Prediction-Based Error as a Mechanism for Syntactic Development: Evidence From Syntactic Priming.. Cognitive science, 48(4), e13431. doi:10.1111/cogs.13431
Towards Diversifying Early Language Development Research: The First Truly Global International Summer/Winter School on Language Acquisition (/L+/) 2021
Aravena-Bravo, P., Cristia, A., Garcia, R., Kotera, H., Nicolas, R. K., Laranjo, R., . . . Woon, F. T. (2024). Towards Diversifying Early Language Development Research: The First Truly Global International Summer/Winter School on Language Acquisition (/L+/) 2021. Journal of Cognition and Development, 25(2), 242-260. doi:10.1080/15248372.2023.2231083
Does the speaker's eye gaze facilitate infants' word segmentation from continuous speech? An ERP study.
Çetinçelik, M., Rowland, C. F., & Snijders, T. M. (2024). Does the speaker's eye gaze facilitate infants' word segmentation from continuous speech? An ERP study.. Developmental science, 27(2), e13436. doi:10.1111/desc.13436
Simulating the Relationship Between Nonword Repetition Performance and Vocabulary Growth in 2‐Year‐Olds: Evidence From the Language 0–5 Project
Rowland, C. F., Bidgood, A., Jones, G., Jessop, A., Stinson, P., Pine, J. M., . . . Peter, M. S. (2025). Simulating the Relationship Between Nonword Repetition Performance and Vocabulary Growth in 2‐Year‐Olds: Evidence From the Language 0–5 Project. Language Learning, 75(2), 379-423. doi:10.1111/lang.12671
2023
Everyday language input and production in 1,001 children from six continents.
Bergelson, E., Soderstrom, M., Schwarz, I. -C., Rowland, C. F., Ramírez-Esparza, N., R Hamrick, L., . . . Cristia, A. (2023). Everyday language input and production in 1,001 children from six continents.. Proceedings of the National Academy of Sciences of the United States of America, 120(52), e2300671120. doi:10.1073/pnas.2300671120
The Effect of Visual Speech Cues on Neural Tracking of Speech in 10-month-old Infants
Abstract Priming and the Lexical Boost Effect across Development in a Structurally Biased Language
Kholodova, A., Peter, M., Rowland, C. F., Jacob, G., & Allen, S. E. M. (n.d.). Abstract Priming and the Lexical Boost Effect across Development in a Structurally Biased Language. Languages, 8(4), 264. doi:10.3390/languages8040264
Learning to generalise but not segment an artificial language at 17 months predicts children’s language skills 3 years later
Monaghan, P., Donnelly, S., Alcock, K., Bidgood, A., Cain, K., Durrant, S., . . . Rowland, C. (2023). Learning to generalise but not segment an artificial language at 17 months predicts children’s language skills 3 years later. Cognitive Psychology. doi:10.1016/j.cogpsych.2023.101607
Ten-month-old infants' neural tracking of naturalistic speech is not facilitated by the speaker's eye gaze.
Çetinçelik, M., Rowland, C. F., & Snijders, T. M. (2023). Ten-month-old infants' neural tracking of naturalistic speech is not facilitated by the speaker's eye gaze.. Developmental cognitive neuroscience, 64, 101297. doi:10.1016/j.dcn.2023.101297
How does linguistic context influence word learning?
Alhama, R. G., Rowland, C. F., & Kidd, E. (2023). How does linguistic context influence word learning?. Journal of child language, 50(6), 1374-1393. doi:10.1017/s0305000923000302
Children's engagement and caregivers' use of language-boosting strategies during shared book reading: A mixed methods approach
Lingwood, J., Lampropoulou, S., De Bezenac, C., Billington, J., & Rowland, C. (2022). Children's engagement and caregivers' use of language-boosting strategies during shared book reading: A mixed methods approach. JOURNAL OF CHILD LANGUAGE. doi:10.1017/S0305000922000290
How Executive Functioning, Sentence Processing, and Vocabulary are related at Three Years of Age
Lee, C., Jessop, A., Bidgood, A., Peter, M., Pine, J., Rowland, C., & Durrant, S. (2023). How Executive Functioning, Sentence Processing, and Vocabulary are related at Three Years of Age. Journal of Experimental Child Psychology.
Exploring Joint Attention in American Sign Language: The Influence of Sign Familiarity
Do children learn from their mistakes? A registered report evaluating error-based theories of language acquisition
Fazekas, J., Jessop, A., Pine, J., & Rowland, C. (n.d.). Do children learn from their mistakes? A registered report evaluating error-based theories of language acquisition. doi:10.5061/dryad.3n5tb2rdq
Simulating the relationship between non-word repetition performance and language growth in 2 year olds: Evidence from the Language 0-5 Project
Contributions of Abstract Extratextual Talk and Interactive Style to Preschoolers’ Vocabulary Development
MUHINYI, A., & ROWLAND, C. F. (n.d.). Contributions of Abstract Extratextual Talk and Interactive Style to Preschoolers’ Vocabulary Development. Journal of Child Language, 1-16. doi:10.1017/s0305000921000696
Language outcomes from the UK-CDI Project: can risk factors, vocabulary skills and gesture scores in infancy predict later language disorders or concern for language development?
Jago, L. S., Alcock, K., Meints, K., Pine, J. M., & Rowland, C. F. (n.d.). Language outcomes from the UK-CDI Project: can risk factors, vocabulary skills and gesture scores in infancy predict later language disorders or concern for language development?. Frontiers in Psychology, 14. doi:10.3389/fpsyg.2023.1167810
2022
The clarin knowledge centre for atypical communication expertise
Heuvel, H. V. D., Oostdijk, N., Rowland, C., & Trilsbeek, P. (2022). The clarin knowledge centre for atypical communication expertise. In CLARIN: The Infrastructure for Language Resources (pp. 373-387).
Does the speaker’s eye gaze facilitate infants’ word segmentation from continuous speech? An ERP study
Executive Function and Sentence Processing Ability: Evidence from the Language 0-5 Project
Everyday language input and production in 1001 children from 6 continents
2021
Verb argument structure overgeneralisations for the English intransitive and transitive constructions: grammaticality judgments and production priming
Bidgood, A., Pine, J., Rowland, C., Sala, G., Freudenthal, D., & Ambridge, B. (2021). Verb argument structure overgeneralisations for the English intransitive and transitive constructions: grammaticality judgments and production priming. LANGUAGE AND COGNITION, 13(3), 397-437. doi:10.1017/langcog.2021.8
Chunks of phonological knowledge play a significant role in children’s word learning and explain effects of neighborhood size, phonotactic probability, word frequency and word length
Jones, G., Cabiddu, F., Andrews, M., & Rowland, C. (2021). Chunks of phonological knowledge play a significant role in children’s word learning and explain effects of neighborhood size, phonotactic probability, word frequency and word length. Journal of Memory and Language, 119, 104232. doi:10.1016/j.jml.2021.104232
The Effects of Input Modality, Word Difficulty and Reading Experience on Word Recognition Accuracy
Wolf, M. C., Meyer, A. S., Rowland, C. F., & Hintz, F. (2021). The Effects of Input Modality, Word Difficulty and Reading Experience on Word Recognition Accuracy. Collabra: Psychology, 7(1). doi:10.1525/collabra.24919
A thorough evaluation of the Language Environment Analysis (LENA) system.
Cristia, A., Lavechin, M., Scaff, C., Soderstrom, M., Rowland, C., Räsänen, O., . . . Bergelson, E. (2021). A thorough evaluation of the Language Environment Analysis (LENA) system.. Behavior research methods, 53(2), 467-486. doi:10.3758/s13428-020-01393-5
Does the understanding of complex dynamic events at 10 months predict vocabulary development?
Durrant, S., Jessop, A., Chang, F., Bidgood, A., Peter, M. S., Pine, J. M., & Rowland, C. F. (2021). Does the understanding of complex dynamic events at 10 months predict vocabulary development?. LANGUAGE AND COGNITION, 13(1), 66-98. doi:10.1017/langcog.2020.26
The effect of language-focused professional development on the knowledge and behaviour of preschool practitioners
Kidd, L., & Rowland, C. (2021). The effect of language-focused professional development on the knowledge and behaviour of preschool practitioners. Journal of Early Childhood Literacy, 21(1), 27-59. doi:10.1177/1468798418803664
Do the Eyes Have It? A Systematic Review on the Role of Eye Gaze in Infant Language Development
Çetinçelik, M., Rowland, C. F., & Snijders, T. M. (2021). Do the Eyes Have It? A Systematic Review on the Role of Eye Gaze in Infant Language Development. Frontiers in Psychology, 11. doi:10.3389/fpsyg.2020.589096
How Much Context is Helpful for Noun and Verb Acquisition?
Alhama, R. G., Rowland, C., & Kidd, E. (2021). How Much Context is Helpful for Noun and Verb Acquisition?. In Proceedings of ICCM 2021 - 19th International Conference on Cognitive Modelling (pp. 8-9).
2020
Do children learn from their prediction mistakes? A registered report evaluating error-based theories of language acquisition
Fazekas, J., Jessop, A., Pine, J., & Rowland, C. (2020). Do children learn from their prediction mistakes? A registered report evaluating error-based theories of language acquisition. Royal Society Open Science, 7(11). doi:10.1098/rsos.180877
Do children learn from their prediction mistakes? Evaluating error-based theories of language acquisition
Improving the robustness of infant lexical processing speed measures.
Egger, J., Rowland, C. F., & Bergmann, C. (2020). Improving the robustness of infant lexical processing speed measures.. Behavior research methods, 52(5), 2188-2201. doi:10.3758/s13428-020-01385-5
Individual differences in first language acquisition and their theoretical implications
Kidd, E., Bidgood, A., Donnelly, S., Durrant, S., Peter, M. S., & Rowland, C. F. (2020). Individual differences in first language acquisition and their theoretical implications. John Benjamins Publishing Company. doi:10.1075/tilar.27.09kid
Introduction
Ambridge, B., Rowland, C. F., Theakston, A. L., & Twomey, K. E. (2020). Introduction. In Trends in Language Acquisition Research (pp. 1-7). John Benjamins Publishing Company. doi:10.1075/tilar.27.int
Introduction
Ambridge, B., Rowland, C. F., Theakston, A. L., & Twomey, K. E. (2020). Introduction. In Current perspectives on child language acquisition (Vol. 27, pp. 1-7). John Benjamins Publishing Company. doi:10.1075/tilar.27.int
Syntactic Representations Are Both Abstract and Semantically Constrained: Evidence From Children’s and Adults’ Comprehension and Production/Priming of the English Passive
Bidgood, A., Pine, J., Rowland, C., & Ambridge, B. (2020). Syntactic Representations Are Both Abstract and Semantically Constrained: Evidence From Children’s and Adults’ Comprehension and Production/Priming of the English Passive. Cognitive Science, 44(9). doi:10.1111/cogs.12892
Non-adjacent dependency learning in infancy, and its link to language development
Frost, R. L. A., Jessop, A., Durrant, S., Peter, M. S., Bidgood, A., Pine, J. M., . . . Monaghan, P. (2020). Non-adjacent dependency learning in infancy, and its link to language development. COGNITIVE PSYCHOLOGY, 120. doi:10.1016/j.cogpsych.2020.101291
The Impact of Interactive Shared Book Reading on Children's Language Skills: A Randomized Controlled Trial.
Noble, C., Cameron-Faulkner, T., Jessop, A., Coates, A., Sawyer, H., Taylor-Ims, R., & Rowland, C. F. (2020). The Impact of Interactive Shared Book Reading on Children's Language Skills: A Randomized Controlled Trial.. Journal of speech, language, and hearing research : JSLHR, 1-20. doi:10.1044/2020_jslhr-19-00288
Teaching the unlearnable: a training study of complex yes/no questions
Ambridge, B., Rowland, C. F., & Gummery, A. (2020). Teaching the unlearnable: a training study of complex <i>yes/no</i> questions. LANGUAGE AND COGNITION, 12(2), 385-410. doi:10.1017/langcog.2020.5
Evaluating the Effectiveness of a 'Real-World' Shared Reading Intervention for Preschool Children and Their Families: A Randomised Controlled Trial
Lingwood, J., Billington, J., & Rowland, C. (2020). Evaluating the Effectiveness of a 'Real-World' Shared Reading Intervention for Preschool Children and Their Families: A Randomised Controlled Trial. Journal of Research in Reading. doi:10.1111/1467-9817.12301
Barriers and solutions to participation in family-based education interventions
Lingwood, J., Levy, R., Billington, J., & Rowland, C. (2020). Barriers and solutions to participation in family-based education interventions. INTERNATIONAL JOURNAL OF SOCIAL RESEARCH METHODOLOGY, 23(2), 185-198. doi:10.1080/13645579.2019.1645377
Introduction
Ambridge, B., Rowland, C. F., Theakston, A. L., & Twomey, K. E. (2020). Introduction. In Unknown Book (Vol. 27, pp. 1-7). doi:10.1075/tilar.27.int
The clarin knowledge centre for atypical communication expertise
van den Heuvel, H., Oostdijk, N., Rowland, C., & Trilsbeek, P. (2020). The clarin knowledge centre for atypical communication expertise. In LREC 2020 - 12th International Conference on Language Resources and Evaluation, Conference Proceedings (pp. 3312-3316).
2019
Can inferencing be trained in preschoolers using shared book-reading? A randomised controlled trial of parents' inference-eliciting questions on oral inferencing ability.
Davies, C., McGillion, M., Rowland, C., & Matthews, D. (2019). Can inferencing be trained in preschoolers using shared book-reading? A randomised controlled trial of parents' inference-eliciting questions on oral inferencing ability.. Journal of child language, 1-25. doi:10.1017/s0305000919000801
Story choice matters for caregiver extra-textual talk during shared reading with preschoolers.
Muhinyi, A., Hesketh, A., Stewart, A. J., & Rowland, C. F. (2019). Story choice matters for caregiver extra-textual talk during shared reading with preschoolers.. Journal of child language, 1-22. doi:10.1017/s0305000919000783
Does speed of processing or vocabulary size predict later language growth in toddlers?
Peter, M., Durrant, S., Jessop, A., Bidgood, A., Pine, J. M., & Rowland, C. (2019). Does speed of processing or vocabulary size predict later language growth in toddlers?. Cognitive Psychology, 115. doi:10.1016/j.cogpsych.2019.101238
The Impact of Shared Book Reading on Children’s Language Skills: A Meta-Analysis
Noble, C., Sala, G., Peter, M., Lingwood, J., Rowland, C., Gobet, F., & Pine, J. (2019). The Impact of Shared Book Reading on Children’s Language Skills: A Meta-Analysis. Educational Research Review, 28, 10 pages. doi:10.1016/j.edurev.2019.100290
Does the understanding of complex dynamic events at 10 months predict vocabulary development?
A thorough evaluation of the Language Environment Analysis (LENATM) system
Aligning Developmental and Processing Accounts of Implicit and Statistical Learning
Peter, M. S., & Rowland, C. F. (2019). Aligning Developmental and Processing Accounts of Implicit and Statistical Learning. TOPICS IN COGNITIVE SCIENCE, 11(3), 555-572. doi:10.1111/tops.12396
Key Issues and Future Directions: How Do Children Acquire Language?
Rowland, C. F., & Kidd, E. (2019). Key Issues and Future Directions: How Do Children Acquire Language?. In HUMAN LANGUAGE: FROM GENES AND BRAINS TO BEHAVIOR (pp. 181-185). Retrieved from https://www.webofscience.com/
Modality Effects in Vocabulary Acquisition
Wolf, M. C., Smith, A. C., Meyer, A. S., & Rowland, C. F. (2019). Modality Effects in Vocabulary Acquisition. In Proceedings of the 41st Annual Meeting of the Cognitive Science Society: Creativity + Cognition + Computation, CogSci 2019 (pp. 1212-1218).
2018
Learning complex questions from the input
The principles of scientific inquiry
Rowland, C. F. (2018). The principles of scientific inquiry. LINGUISTIC APPROACHES TO BILINGUALISM, 8(6), 770-775. doi:10.1075/lab.18056.row
The Impact of Shared Book Reading on Children’s Language Skills: A Meta-Analysis
Syntactic representations contain semantic information: Evidence from forced-choice comprehension and syntactic-priming studies of the passive with adults and children
Verb argument structure overgeneralisations for the English intransitive and transitive constructions: Grammaticality judgments, production priming and a meta-analytic synthesis
Evaluating the effectiveness of a ‘real-world’ shared reading intervention for preschool children and their families: A randomised controlled trial.
II: METHODS.
Floccia, C., Sambrook, T. D., Delle Luche, C., Kwok, R., Goslin, J., White, L., . . . Plunkett, K. (2018). II: METHODS.. Monographs of the Society for Research in Child Development, 83(1), 30-42. doi:10.1111/mono.12349
III: ANALYSES AND RESULTS FOR STUDY 1: ESTIMATING THE EFFECT OF LINGUISTIC DISTANCE ON VOCABULARY DEVELOPMENT.
Floccia, C., Sambrook, T. D., Delle Luche, C., Kwok, R., Goslin, J., White, L., . . . Plunkett, K. (2018). III: ANALYSES AND RESULTS FOR STUDY 1: ESTIMATING THE EFFECT OF LINGUISTIC DISTANCE ON VOCABULARY DEVELOPMENT.. Monographs of the Society for Research in Child Development, 83(1), 43-60. doi:10.1111/mono.12350
IV: RESULTS FOR STUDIES 2 AND 3: THE UKBTAT MODEL AND ITS APPLICATION TO NONTARGET ADDITIONAL LANGUAGE LEARNERS.
Floccia, C., Sambrook, T. D., Delle Luche, C., Kwok, R., Goslin, J., White, L., . . . Plunkett, K. (2018). IV: RESULTS FOR STUDIES 2 AND 3: THE UKBTAT MODEL AND ITS APPLICATION TO NONTARGET ADDITIONAL LANGUAGE LEARNERS.. Monographs of the Society for Research in Child Development, 83(1), 61-67. doi:10.1111/mono.12351
V: GENERAL DISCUSSION.
Floccia, C., Sambrook, T. D., Delle Luche, C., Kwok, R., Goslin, J., White, L., . . . Plunkett, K. (2018). V: GENERAL DISCUSSION.. Monographs of the Society for Research in Child Development, 83(1), 68-80. doi:10.1111/mono.12352
VOCABULARY OF 2-YEAR-OLDS LEARNING ENGLISH AND AN ADDITIONAL LANGUAGE: NORMS AND EFFECTS OF LINGUISTIC DISTANCE
Floccia, C., Sambrook, T. D., Delle Luche, C., Kwok, R., Goslin, J., White, L., . . . Plunkett, K. (2018). VOCABULARY OF 2-YEAR-OLDS LEARNING ENGLISH AND AN ADDITIONAL LANGUAGE: NORMS AND EFFECTS OF LINGUISTIC DISTANCE. MONOGRAPHS OF THE SOCIETY FOR RESEARCH IN CHILD DEVELOPMENT, 83(1), 7-108. doi:10.1111/mono.12348
2017
Diversity not quantity in caregiver speech: Using computational modeling to isolate the effects of the quantity and the diversity of the input on vocabulary growth
Jones, G., & Rowland, C. F. (2017). Diversity not quantity in caregiver speech: Using computational modeling to isolate the effects of the quantity and the diversity of the input on vocabulary growth. COGNITIVE PSYCHOLOGY, 98, 1-21. doi:10.1016/j.cogpsych.2017.07.002
Do two and three year old children use an incremental first-NP-as-agent bias to process active transitive and passive sentences?: A permutation analysis
Abbot-Smith, K., Chang, F., Rowland, C., Ferguson, H., & Pine, J. (2017). Do two and three year old children use an incremental first-NP-as-agent bias to process active transitive and passive sentences?: A permutation analysis. PLoS One, 12(10). doi:10.1371/journal.pone.0186129
Diversity not quantity in caregiver speech: Using computational modeling to isolate the effects of the quantity and the diversity of the input on vocabulary growth
Combining Language Corpora With Experimental and Computational Approaches for Language Acquisition Research
Monaghan, P., & Rowland, C. F. (2017). Combining Language Corpora With Experimental and Computational Approaches for Language Acquisition Research. LANGUAGE LEARNING, 67, 14-39. doi:10.1111/lang.12221
Competition all the way down: How children learn word order cues to sentence meaning
Competition all the way down: How children learn word order cues to sentence meaning
Do two and three year old children use an incremental first-NP-as-agent bias to process active transitive and passive sentences?: A permutation analysis.
Developmental psycholinguistics teaches us that we need multi-method, not single-method, approaches to the study of linguistic representation.
Rowland, C. F., & Monaghan, P. (2017). Developmental psycholinguistics teaches us that we need multi-method, not single-method, approaches to the study of linguistic representation.. The Behavioral and brain sciences, 40, e308. doi:10.1017/s0140525x17000565
2016
Combining language corpora with experimental and computational approaches for language acquisition research
Combining language corpora with experimental and computational approaches for language acquisition research
Is Passive Syntax Semantically Constrained? Evidence From Adult Grammaticality Judgment and Comprehension Studies
Ambridge, B., Bidgood, A., Pine, J., Rowland, C., & Freudenthal, D. (2016). Is Passive Syntax Semantically Constrained? Evidence From Adult Grammaticality Judgment and Comprehension Studies. Cognitive Science, 40(06), 1435-1459. doi:10.1111/cogs.12277
2015
Up to speed?
Rowland, C., & Peter, M. (2015). Up to speed?. Nursery World, 2015(12), 18-20. doi:10.12968/nuwa.2015.12.18
When and how do children develop knowledge of verb argument structure? Evidence from verb bias effects in a structural priming task
Peter, M., Chang, F., Pine, J. M., Blything, R., & Rowland, C. F. (2015). When and how do children develop knowledge of verb argument structure? Evidence from verb bias effects in a structural priming task. Journal of Memory and Language, 81, 1-15. doi:10.1016/j.jml.2014.12.002
Preemption versus Entrenchment: Towards a Construction-General Solution to the Problem of the Retreat from Verb Argument Structure Overgeneralization
Ambridge, B., Bidgood, A., Twomey, K. E., Pine, J. M., Rowland, C. F., & Freudenthal, D. (2015). Preemption versus Entrenchment: Towards a Construction-General Solution to the Problem of the Retreat from Verb Argument Structure Overgeneralization. PLOS ONE, 10(4). doi:10.1371/journal.pone.0123723
Frequency effects in grammatical development: a cross-linguistic, functional approach to form-function mapping Response
Ambridge, B., Kidd, E., Rowland, C. F., & Theakston, A. (2015). Frequency effects in grammatical development: a cross-linguistic, functional approach to form-function mapping Response. JOURNAL OF CHILD LANGUAGE, 42(2), 316-322. doi:10.1017/S0305000914000841
The ubiquity of frequency effects in first language acquisition
Ambridge, B., Kidd, E., Rowland, C. F., & Theakston, A. L. (2015). The ubiquity of frequency effects in first language acquisition. JOURNAL OF CHILD LANGUAGE, 42(2), 239-273. doi:10.1017/S030500091400049X
Preemption versus Entrenchment: Towards a Construction-General Solution to the Problem of the Retreat from Verb Argument Structure Overgeneralization
Ambridge, B., Bidgood, A., Twomey, K., Pine, J., Rowland, C., & Freudenthal, D. (2015). Preemption versus Entrenchment: Towards a Construction-General Solution to the Problem of the Retreat from Verb Argument Structure Overgeneralization. PLoS One, 10(4). doi:10.1371/journal
2014
The Retreat from Locative Overgeneralisation Errors: A Novel Verb Grammaticality Judgment Study
Bidgood, A., Ambridge, B., Pine, J. M., & Rowland, C. F. (2014). The Retreat from Locative Overgeneralisation Errors: A Novel Verb Grammaticality Judgment Study. PLOS ONE, 9(5). doi:10.1371/journal.pone.0097634
Avoiding dative overgeneralisation errors: semantics, statistics or both?
Ambridge, B., Pine, J. M., Rowland, C. F., Freudenthal, D., & Chang, F. (2014). Avoiding dative overgeneralisation errors: semantics, statistics or both?. LANGUAGE COGNITION AND NEUROSCIENCE, 29(2), 218-243. doi:10.1080/01690965.2012.738300
2013
Experimental methods in studying child language acquisition
Ambridge, B., & Rowland, C. F. (2013). Experimental methods in studying child language acquisition. WILEY INTERDISCIPLINARY REVIEWS-COGNITIVE SCIENCE, 4(2), 149-168. doi:10.1002/wcs.1215
Prediction in processing is a by-product of language learning
Chang, F., Kidd, E., & Rowland, C. F. (2013). Prediction in processing is a by-product of language learning. BEHAVIORAL AND BRAIN SCIENCES, 36(4), 350-351. doi:10.1017/S0140525X12002518
The retreat from overgeneralization in child language acquisition: word learning, morphology, and verb argument structure
Ambridge, B., Pine, J. M., Rowland, C. F., Chang, F., & Bidgood, A. (2013). The retreat from overgeneralization in child language acquisition: word learning, morphology, and verb argument structure. WILEY INTERDISCIPLINARY REVIEWS-COGNITIVE SCIENCE, 4(1), 47-62. doi:10.1002/wcs.1207
2012
The development of abstract syntax: Evidence from structural priming and the lexical boost
Rowland, C. F., Chang, F., Ambridge, B., Pine, J. M., & Lieven, E. V. M. (2012). The development of abstract syntax: Evidence from structural priming and the lexical boost. COGNITION, 125(1), 49-63. doi:10.1016/j.cognition.2012.06.008
Semantics versus statistics in the retreat from locative overgeneralization errors
Ambridge, B., Pine, J. M., & Rowland, C. F. (2012). Semantics versus statistics in the retreat from locative overgeneralization errors. COGNITION, 123(2), 260-279. doi:10.1016/j.cognition.2012.01.002
THE ROLES OF VERB SEMANTICS, ENTRENCHMENT, AND MORPHOPHONOLOGY IN THE RETREAT FROM DATIVE ARGUMENT-STRUCTURE OVERGENERALIZATION ERRORS
Ambridge, B., Pine, J. M., Rowland, C. F., & Chang, F. (2012). THE ROLES OF VERB SEMANTICS, ENTRENCHMENT, AND MORPHOPHONOLOGY IN THE RETREAT FROM DATIVE ARGUMENT-STRUCTURE OVERGENERALIZATION ERRORS. LANGUAGE, 88(1), 45-81. doi:10.1353/lan.2012.0000
'Competition all the way down: How children learn word order cues to sentence meaning'
Rowland, C. F., Noble, C. H., & Chan, A. (2012). 'Competition all the way down: How children learn word order cues to sentence meaning'. In A. Malchukov, B. MacWhinney, & E. A. Moravcsik (Eds.), Competing Motivations (pp. 0-000). Oxford: Oxford University Press.
2011
Comprehension of Argument Structure and Semantic Roles: Evidence from English-Learning Children and the Forced-Choice Pointing Paradigm
Noble, C. H., Rowland, C. F., & Pine, J. M. (2011). Comprehension of Argument Structure and Semantic Roles: Evidence from English-Learning Children and the Forced-Choice Pointing Paradigm. COGNITIVE SCIENCE, 35(5), 963-982. doi:10.1111/j.1551-6709.2011.01175.x
Children use verb semantics to retreat from overgeneralization errors: A novel verb grammaticality judgment study
Ambridge, B., Pine, J. M., & Rowland, C. F. (2011). Children use verb semantics to retreat from overgeneralization errors: A novel verb grammaticality judgment study. COGNITIVE LINGUISTICS, 22(2), 303-323. doi:10.1515/COGL.2011.012
2010
The Role of Syntactic Structure in Children's Sentence Comprehension: Evidence From the Dative
Rowland, C. F., & Noble, C. L. (2010). The Role of Syntactic Structure in Children's Sentence Comprehension: Evidence From the Dative. Language Learning and Development, 7(1), 55-75. doi:10.1080/15475441003769411
2009
The Acquisition of Auxiliary Syntax: A Longitudinal Elicitation Study. Part 1: Auxiliary BE
Theakston, A. L., & Rowland, C. F. (2009). The Acquisition of Auxiliary Syntax: A Longitudinal Elicitation Study. Part 1: Auxiliary BE. JOURNAL OF SPEECH LANGUAGE AND HEARING RESEARCH, 52(6), 1449-1470. doi:10.1044/1092-4388(2009/08-0037)
The Acquisition of Auxiliary Syntax: A Longitudinal Elicitation Study. Part 2: The Modals and Auxiliary DO
Rowland, C. F., & Theakston, A. L. (2009). The Acquisition of Auxiliary Syntax: A Longitudinal Elicitation Study. Part 2: The Modals and Auxiliary DO. JOURNAL OF SPEECH LANGUAGE AND HEARING RESEARCH, 52(6), 1471-1492. doi:10.1044/1092-4388(2009/08-0037a)
A Semantics-Based Approach to the "No Negative Evidence" Problem
Ambridge, B., Pine, J. M., Rowland, C. F., Jones, R. L., & Clark, V. (2009). A Semantics-Based Approach to the "No Negative Evidence" Problem. COGNITIVE SCIENCE, 33(7), 1301-1316. doi:10.1111/j.1551-6709.2009.01055.x
Introduction
Theakston, A., & Rowland, C. (2009). Introduction. Cognitive Linguistics, 20(3). doi:10.1515/cogl.2009.021
The acquisition of questions with long-distance dependencies
Dabrowska, E., Rowland, C., & Theakston, A. (2009). The acquisition of questions with long-distance dependencies. COGNITIVE LINGUISTICS, 20(3), 571-597. doi:10.1515/COGL.2009.025
Predicting children's errors with negative questions: Testing a schema-combination account
Ambridge, B., & Rowland, C. F. (2009). Predicting children's errors with negative questions: Testing a schema-combination account. COGNITIVE LINGUISTICS, 20(2), 225-266. doi:10.1515/COGL.2009.014
Introduction to Special Issue: Cognitive approaches to language acquisition
Rowland, C. F., & Theakston, A. L. (2009). Introduction to Special Issue: Cognitive approaches to language acquisition. Cognitive Linguistics (Special Issue), 20(3), 477-480.
Un-learning Un-prefixation Errors
Ambridge, B., Freudenthal, D., Pine, J. M., Mills, R., Clark, V., & Rowland, C. F. (2009). Un-learning Un-prefixation Errors. In Proceedings of ICCM 2009 - 9th International Conference on Cognitive Modeling (pp. 158-163).
2008
Is structure dependence an innate constraint? New experimental evidence from children's complex-question production
Ambridge, B., Rowland, C. F., & Pine, J. M. (2008). Is structure dependence an innate constraint? New experimental evidence from children's complex-question production. COGNITIVE SCIENCE, 32(1), 222-255. doi:10.1080/03640210701703766
How big is big enough? Assessing the reliability of data from naturalistic samples
Rowland, C. F., & Fletcher, S. L. (2008). How big is big enough? Assessing the reliability of data from naturalistic samples. In H. Behrens, A. De Houwer, & S. Gillis (Eds.), Corpora in Language Acquisition Research: History, Methods, Perspectives (pp. 1-24). Amsterdam: John Benjamins Publishing Company.
The effect of verb semantic class and verb frequency (entrenchment) on children's and adults' graded judgements of argument-structure overgeneralization errors
Ambridge, B., Pine, J. M., Rowland, C. F., & Young, C. R. (2008). The effect of verb semantic class and verb frequency (entrenchment) on children's and adults' graded judgements of argument-structure overgeneralization errors. COGNITION, 106(1), 87-129. doi:10.1016/j.cognition.2006.12.015
2007
Explaining errors in children's questions
Rowland, C. F. (2007). Explaining errors in children's questions. COGNITION, 104(1), 106-134. doi:10.1016/j.cognition.2006.05.011
'Review of Dabrowska, E. (2004). Language, mind and brain: Some psychological and neurological constraints on theories of grammar. Edinburgh: Edinburgh University Press'
Rowland, C. F. (2007). 'Review of Dabrowska, E. (2004). Language, mind and brain: Some psychological and neurological constraints on theories of grammar. Edinburgh: Edinburgh University Press'. Unknown Journal, in press.
2006
The effect of sampling on estimates of lexical specificity and error rates
Rowland, C. F., & Fletcher, S. L. (2006). The effect of sampling on estimates of lexical specificity and error rates. JOURNAL OF CHILD LANGUAGE, 33(4), 859-877. doi:10.1017/S0305000906007537
The effect of sampling on estimates of lexical specificity and error rates.
Rowland, C. F., & Fletcher, S. L. (2006). The effect of sampling on estimates of lexical specificity and error rates.. Journal of child language, 33(4), 859-877. doi:10.1017/s0305000906007537
Comparing different accounts of inversion errors in children's non-subject wh-questions: 'What experimental data can tell us?'
Ambridge, B., Rowland, C. F., Theakston, A. L., & Tomasello, M. (2006). Comparing different accounts of inversion errors in children's non-subject wh-questions: 'What experimental data can tell us?'. JOURNAL OF CHILD LANGUAGE, 33(3), 519-557. doi:10.1017/S0305000906007513
Comparing different accounts of inversion errors in children's non-subject wh-questions: 'What experimental data can tell us?'.
Ambridge, B., Rowland, C. F., Theakston, A. L., & Tomasello, M. (2006). Comparing different accounts of inversion errors in children's non-subject wh-questions: 'What experimental data can tell us?'.. Journal of child language, 33(3), 519-557. doi:10.1017/s0305000906007513
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).
Theakston, A. L., Lieven, E. V. M., Pine, J. M., & Rowland, C. F. (2006). 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).. Journal of child language, 33(1), 191-197. doi:10.1017/s0305000905007178
Note of clarification on the coding of light verbs in 'Semantic generality, input frequency and the acquisition of syntax' (Journal of Child Language 31, 611-99)
Theakston, A. L., Lieven, E. V. M., Pine, J. M., & Rowland, C. F. (2006). Note of clarification on the coding of light verbs in 'Semantic generality, input frequency and the acquisition of syntax' (Journal of Child Language 31, 611-99). JOURNAL OF CHILD LANGUAGE, 33(1), 191-197. doi:10.1017/S0305000905007178
2005
Testing the Agreement/Tense Omission Model: why the data on children's use of non-nominative 3psg subjects count against the ATOM
Pine, J. M., Rowland, C. F., Lieven, E. V. M., & Theakston, A. L. (2005). Testing the Agreement/Tense Omission Model: why the data on children's use of non-nominative 3psg subjects count against the ATOM. JOURNAL OF CHILD LANGUAGE, 32(2), 269-289. doi:10.1017/S0305000905006860
The incidence of error in young children's <i>wh</i>-questions
Rowland, C. F., Pine, J. M., Lieven, E. V. M., & Theakston, A. L. (2005). The incidence of error in young children's <i>wh</i>-questions. JOURNAL OF SPEECH LANGUAGE AND HEARING RESEARCH, 48(2), 384-404. doi:10.1044/1092-4388(2005/027)
The acquisition of auxiliary syntax: BE and HAVE
Theakston, A. L., Lieven, E. V. M., Pine, J. M., & Rowland, C. F. (2005). The acquisition of auxiliary syntax: BE and HAVE. COGNITIVE LINGUISTICS, 16(1), 247-277. doi:10.1515/cogl.2005.16.1.247
2004
Semantic generality, input frequency and the acquisition of syntax
Theakston, A. L., Lieven, E. V. M., Pine, J. M., & Rowland, C. F. (2004). Semantic generality, input frequency and the acquisition of syntax. JOURNAL OF CHILD LANGUAGE, 31(1), 61-99. doi:10.1017/S0305000903005956
2003
First language acquisition.
Rowland, C. F. (2003). First language acquisition.. JOURNAL OF CHILD LANGUAGE, 30(4), 931-935. doi:10.1017/S0305000903225939
Children's comprehension of sentences with focus particles
Paterson, K. B., Liversedge, S. P., Rowland, C., & Filik, R. (2003). Children's comprehension of sentences with focus particles. COGNITION, 89(3), 263-294. doi:10.1016/S0010-0277(03)00126-4
Determinants of acquisition order in wh-questions: re-evaluating the role of caregiver speech
Rowland, C. F., Pine, J. M., Lieven, E. V. M., & Theakston, A. L. (2003). Determinants of acquisition order in wh-questions: re-evaluating the role of caregiver speech. JOURNAL OF CHILD LANGUAGE, 30(3), 609-635. doi:10.1017/S0305000903005695
The development of inversion in wh-questions: a reply to Van Valin
Rowland, C. F., & Pine, J. M. (2003). The development of inversion in wh-questions: a reply to Van Valin. JOURNAL OF CHILD LANGUAGE, 30(1), 197-212. doi:10.1017/S0305000902005445
The development of inversion in wh-questions: a reply to Van Valin.
Rowland, C. F., & Pine, J. M. (2003). The development of inversion in wh-questions: a reply to Van Valin.. Journal of child language, 30(1), 197-212. doi:10.1017/s0305000902005445
Review of M. Tomasello (Ed.) (2003). The new psychology of language: cognitive and functional approaches to language structure, Vol. 2.
Rowland, C. F. (2003). Review of M. Tomasello (Ed.) (2003). The new psychology of language: cognitive and functional approaches to language structure, Vol. 2.. Unknown Journal, 23, 368-371.
2002
Going, going, gone: the acquisition of the verb 'go'.
Theakston, A. L., Lieven, E. V. M., Pine, J. M., & Rowland, C. F. (2002). Going, going, gone: the acquisition of the verb 'go'.. Journal of child language, 29(4), 783-811. doi:10.1017/s030500090200538x
Going, going, gone: the acquisition of the verb 'go'
Theakston, A. L., Lieven, E. V. M., Pine, J. M., & Rowland, C. F. (2002). Going, going, gone: the acquisition of the verb 'go'. JOURNAL OF CHILD LANGUAGE, 29(4), 783-811. doi:10.1017/S030500090200538X
2001
The role of performance limitations in the acquisition of verb-argument structure: an alternative account
Theakston, A. L., Lieven, E. V. M., Pine, J. M., & Rowland, C. F. (2001). The role of performance limitations in the acquisition of verb-argument structure: an alternative account. JOURNAL OF CHILD LANGUAGE, 28(1), 127-152. doi:10.1017/S0305000900004608
2000
Subject-auxiliary inversion errors and wh-question acquisition: 'what children do know!'
Rowland, C. F., & Pine, J. M. (2000). Subject-auxiliary inversion errors and wh-question acquisition: 'what children do know!'. JOURNAL OF CHILD LANGUAGE, 27(1), 157-181. doi:10.1017/S0305000999004055
The role of performance limitations in the acquisition of "mixed" verb-argument structure at stage I
Theakston, A. L., Lieven, E. V. M., Pine, J. M., & Rowland, C. F. (2000). The role of performance limitations in the acquisition of "mixed" verb-argument structure at stage I. In Unknown Book (pp. 119-128). Retrieved from https://www.webofscience.com/
The use and non-use of auxiliary BE
Lieven, E. V. M., Theakston, A. L., Pine, J. M., & Rowland, C. F. (2000). The use and non-use of auxiliary BE. In E. Clark (Ed.), Proceedings of the 13th Annual Child Language Research Forum (pp. 51-58). Stanford: CSLI Publications.
1999
B<scp>RENT</scp>, M. R. (ed.). (1997). <i>Computational approaches to language acquisition</i>. Cambridge, MA: The MIT Press. Pp. 199. ISBN 0-262-52229-2.
PINE, J. M., GOBET, F. R., & ROWLAND, C. F. (1999). B<scp>RENT</scp>, M. R. (ed.). (1997). <i>Computational approaches to language acquisition</i>. Cambridge, MA: The MIT Press. Pp. 199. ISBN 0-262-52229-2.. Journal of Child Language, 26(1), 187-215. doi:10.1017/s030500099823371x
Review of Brent, M.R. (Ed). (1997). Computational approaches to language acquisition.
Pine, J. M., Gobet, F. R., & Rowland, C. F. (1999). Review of Brent, M.R. (Ed). (1997). Computational approaches to language acquisition.. Unknown Journal, 26, 187-215.
1998
Comparing different models of the development of the English verb category
Pine, J. M., Lieven, E. V. M., & Rowland, C. F. (1998). Comparing different models of the development of the English verb category. Linguistics, 36(356), 807-830. doi:10.1515/ling.1998.36.4.807
Comparing different models of the development of the English verb category
Pine, J. M., Lieven, E. V. M., & Rowland, C. F. (1998). Comparing different models of the development of the English verb category. LINGUISTICS, 36(4), 807-830. doi:10.1515/ling.1998.36.4.807
1997
Stylistic variation at the ''single-word'' stage: Relations between maternal speech characteristics and children's vocabulary composition and usage
Pine, J. M., Lieven, E. V. M., & Rowland, C. F. (1997). Stylistic variation at the ''single-word'' stage: Relations between maternal speech characteristics and children's vocabulary composition and usage. CHILD DEVELOPMENT, 68(5), 807-819. Retrieved from https://www.webofscience.com/
1996
Observational and checklist measures of vocabulary composition: What do they mean?
Pine, J. M., Lieven, E. V. M., & Rowland, C. (1996). Observational and checklist measures of vocabulary composition: What do they mean?. JOURNAL OF CHILD LANGUAGE, 23(3), 573-590. doi:10.1017/S0305000900008953