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Lieven, E. (2006) How Do Children Develop Syntactic Representations from What They Hear? In P. Vogt and et al., editors, Symbol Grounding and Beyond: Proceedings of the Third International Workshop on the Emergence and Evolution of Linguistic Communication, pages 72--75. Springer.

References (may not be complete)  [Original format]  [Sort by year]  [Sort by author]  [Sort by citations]

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4. Lieven, E., Behrens, H., Speares, J., Tomasello, M.: Early syntactic creativity: A usage-based approach. Journal of Child Language 30 (2003) 333-370

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5. Dabrowska, E., Lieven, E.: Towards a lexically specific grammar of childrens question constructions. Cognitive Linguistics 16 (2005) 437-474

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6. Cameron-Faulkner, T., Lieven, E., Tomasello, M.: A construction based analysis of child directed speech. Cognitive Science 27 (2003) 843-873

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7. Stoll, S., Abbot-Smith, K., Lieven, E.: (Lexically restricted utterances in russian, german and english child directed speech) submitted.

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8. Cameron-Faulkner, T., Lieven, E., Theakston, A.: (What part of no do children not understand? a usage-based account of multiword negation) submitted.

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9. Theakston, A., Lieven, E., Pine, J., Rowland, C.: The acquisition of auxiliary syntax: Be and have. Cognitive Linguistics 16 (2005) 247-277

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10. McClure, K., Pine, J., Lieven, E.: Investigating the abstractness of children's early knowledge of argument structure. Journal of Child Language (2006) in press.

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11. Abbot-Smith, K., Behrens, H.: How known constructions influence the acquisition of other constructions: the german passive and future constructions. Cognitive Science 30 (2006) in press.

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