[
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): e0186129. http://doi.org/10.1371/journal.pone.0186129
]Search in Google Scholar
[
Abbot-Smith, K., Lieven, E., & Tomasello, M. (2001). What preschool children do and do not do with ungrammatical word orders. Cognitive Development, 16, 679–92. https://doi.org/10.1016/S0885-2014(01)00054-5.
]Search in Google Scholar
[
Aguado-Orea, J., Witherstone, H., Bourgeois, L., & Baselga, A. (2019). Learning to construct sentences in Spanish: A replication of the Weird Word Order technique. Journal of Child Language, 46(6), 1249–1259.
]Search in Google Scholar
[
Akhtar, N. (1999). Acquiring basic word order: Evidence for data-driven learning of syntactic structure. Journal of Child Language, 26(2), 339–56.
]Search in Google Scholar
[
Akhtar, N., & Tomasello, M. (1997). Young children’s productivity with word order and verb morphology. Developmental Psychology, 33(6), 952–965. https://doi.org/10.1037//0012-1649.33.6.952
]Search in Google Scholar
[
Ambridge, B., Noble, C., & Lieven, E. (2014). The semantics of the transitive causative construction: Evidence from a forced-choice pointing study with adults and children. Cognitive Linguistics, 25(2), 293–311.
]Search in Google Scholar
[
Ammon, M. S., & Slobin, D. I. (1979). A cross-linguistic study of the processing of causative sentences. Cognition, 7, 3–17.
]Search in Google Scholar
[
Arunachalam, S., Escovar, E., Hansen, M., & Waxman, S. (2013). Out of sight, but not out of mind: 21-month-olds use syntactic information to learn verbs even in the absence of a corresponding event. Language and Cognitive Processes, 28(4), 417–425.
]Search in Google Scholar
[
Arunachalam, S., Leddon, E., Song, H., Lee, Y., & Waxman, S. (2013). Doing more with less: Verb learning in Korean-acquiring 24-month-olds. Language Acquisition, 20(4), 292–304.
]Search in Google Scholar
[
Arunachalam, S., Syrett, K., & Chen, Y. (2016). Lexical disambiguation in verb learning: Evidence from the conjoined-subject intransitive frame in English and Mandarin Chinese. Frontiers in Psychology, 7. https://doi.org/10.3389/fpsyg.2016.00138
]Search in Google Scholar
[
Arunachalam, S., & Waxman, S. (2010). Meaning from syntax: Evidence from 2-year-olds. Cognition, 114(3), 442–446.
]Search in Google Scholar
[
Audisio, C. P., & Migdalek, M. J. (2020). Do simple syntactic heuristics to verb meaning hold up? Testing the structure mapping account over spontaneous speech to Spanish-learning children. Canadian Journal of Linguistics/Revue Canadienne de Linguistique, 65(4), 556–582. https://doi.org/10.1017/cnj.2020.21
]Search in Google Scholar
[
Babineau, M., de Carvalho, A., Trueswell, J., & Christophe, A. (2021). Familiar words can serve as a semantic seed for syntactic bootstrapping. Developmental Science, 24(1), 1–12. https://doi.org/10.1111/desc.13010
]Search in Google Scholar
[
Bates, E., & MacWhinney, B. (1989). Functionalism and the competition model. In MacWhinney, B., Bates, E. (Eds.) The crosslinguistic study of sentence processing (pp. 3–73). Cambridge University Press.
]Search in Google Scholar
[
Bates, E., MacWhinney, B., Caselli, C., Devescovi, A., Natale, F., & Venza, V. (1984). A cross-linguistic study of the development of sentence interpretation strategies. Child Development, 55, 341–54.
]Search in Google Scholar
[
Bates, E., McNew, S., MacWhinney, B., Devescovi, A., & Smith, S. (1982). Functional constraints on sentence processing: A cross-linguistic study. Cognition, 11, 245–299. https://doi.org/10.1016/0010-0277(82)90017-8.
]Search in Google Scholar
[
Bavin, E., & Growcott, C. (2000). Infants of 24-30 months understand verb frames.In M. Perkins & S. Howard (Eds.), New directions in language development and disorders (pp. 169–177). Wolters Kluwer.
]Search in Google Scholar
[
Benavides-Varela, S., & Gervain, J. (2017). Learning word order at birth: A NIRS study. Developmental Cognitive Neuroscience, 25, 198–208.
]Search in Google Scholar
[
Bernard, C., & Gervain, J. (2012). Prosodic cues to word order: What level of representation? Frontiers in Psychology, 3, 451.
]Search in Google Scholar
[
Bever, T. (1970). The cognitive bias for linguistic structures. In J. R. Hayes (Ed.), Cognition and the development of language (pp. 279–362). Wiley.
]Search in Google Scholar
[
Brandt, S., Lieven, E., & Tomasello, M. (2016). German children’s use of word order and case marking to interpret simple and complex sentences: Testing differences between constructions and lexical items. Language Learning and Development, 12(2), 156–182. https://doi.org/10.1080/15475441.2015.1052448
]Search in Google Scholar
[
Bridges, A. (1980). SVO comprehension strategies reconsidered: The evidence of individual patterns of response. Journal of Child Language, 7, 89–104. https://doi.org/10.1017/S0305000900007042
]Search in Google Scholar
[
Bridges, A. (1984). Preschool children’s comprehension of agency. Journal of Child Language, 11, 593–610. https://doi.org/10.1017/S0305000900005973
]Search in Google Scholar
[
Brusini, P., Seminck, O., Amsili, P., & Christophe, A. (2021). The acquisition of noun and verb categories by bootstrapping from a few known words: A computational model. Frontiers in Psychology, 12, https://doi.org/10.3389/fpsyg.2021.661479
]Search in Google Scholar
[
Cameron‐Faulkner, T., Lieven, E., & Tomasello, M. (2003). A construction based analysis of child directed speech. Cognitive Science, 27(6), 843–873.
]Search in Google Scholar
[
Candan, A., Küntay, A., Yeh, Y.-C., Cheung, H., Wagner, L., & Naigles, L. (2012). Language and age effects in children’s processing of word order. Cognitive Development, 27(3), 205–221. https://doi.org/10.1016/J.COGDEV.2011.12.001
]Search in Google Scholar
[
Chan, A., Lieven, E., & Tomasello, M. (2009). Children’s understanding of the agent-patient relations in the transitive construction: Cross-linguistic comparisons between Cantonese, German, and English. Cognitive Linguistics, 20(2), 267–300. https://doi.org/10.1515/COGL.2009.015
]Search in Google Scholar
[
Chan, A., Meints, K., Lieven, E., & Tomasello, M. (2010). Young children’s comprehension of English SVO word order revisited: Testing the same children in act-out and intermodal preferential looking tasks. Cognitive Development, 25, 30–45. https://doi.org/10.1016/J.COGDEV.2009.10.002
]Search in Google Scholar
[
Chang, F., Kobayashi, T., & Amano, S. (2009). Social factors in the acquisition of a new word order. First Language, 29(4), 427–445.
]Search in Google Scholar
[
Chen, Y., LaTourrette, A. S, & Trueswell, J. (2023). Evidence for cross-situational syntactic bootstrapping: Three-year olds generalize verb meaning across different syntactic frames. In M. Goldwater, F. K. Anggoro, B. K. Hayes, & D. C. Ong (Eds.), Proceedings of the Annual Meeting of the Cognitive Science Society (pp. 1243–1249). University of California.
]Search in Google Scholar
[
Christodoulopoulos, C., Roth, D., & Fisher, C. (2016). An incremental model of syntactic bootstrapping. In Proceedings of the 7th Workshop on Cognitive Aspects of Computational Language Learning (pp. 38–43).
]Search in Google Scholar
[
Connor, M., Gertner, Y., Fisher, C., & Roth, D. (2008). Baby SRL: Modeling early language acquisition. In A. Clark & K. Toutanova (Eds.), Proceedings of the Twelfth Conference on Computational Natural Language Learning, CoNLL (pp. 81–88). Association for Computational Linguistics.
]Search in Google Scholar
[
Connor, M., Gertner, Y., Fisher, C., & Roth, D. (2010). Starting from scratch in semantic role labeling. In Proceedings of the Annual Meeting of the Association of Computational Linguistics, ACL (pp. 989-998).
]Search in Google Scholar
[
Dąbrowska, E., & Tomasello, M. (2008). Rapid learning of an abstract language-specific category: Polish children’s acquisition of the instrumental construction. Journal of Child Language, 35(3), 533–558. https://doi.org/10.1515/LING.2008.021
]Search in Google Scholar
[
Dautriche, I., Cristia, A., Brusini, P., Yuan, S., Fisher, C., & Christophe, A. (2014). Toddlers default to canonical surface‐to‐meaning mapping when learning verbs. Child Development, 85(3), 1168–1180. https://doi.org/10.1111/cdev.12164
]Search in Google Scholar
[
De Carvalho, A., Dautriche, I., Fiévet, A.-C., & Christophe, A. (2021). Toddlers exploit referential and syntactic cues to flexibly adapt their interpretation of novel verb meanings. Journal of Experimental Child Psychology, 203, 105017. https://doi.org/10.1016/j.jecp.2020.105017
]Search in Google Scholar
[
De Cat, C. (2007). French dislocation. Interpretation, syntax, acquisition. Oxford University Press.
]Search in Google Scholar
[
Devescovi, A. E., D’Amico, S., Smith, S., Mimica, I., & Bates, E. (1998). The development of sentence comprehension in Italian and SerboCroatian: Local versus distributed cues. In D. Hillert (Ed.), Sentence processing: A crosslinguistic perspective (pp. 345–377). Brill. https://doi.org/10.1163/9780585492230_020
]Search in Google Scholar
[
Dittmar, M., Abbot-Smith, K., Lieven, E., & Tomasello, M. (2008a). German children’s comprehension of word order and case marking in causative sentences. Child Development, 79(4), 1152–1167. https://doi.org/10.1111/j.1467-8624.2008.01181.x
]Search in Google Scholar
[
Dittmar, M., Abbot-Smith, K., Lieven, E., & Tomasello, M. (2008b). Young German children’s early syntactic competence: A preferential looking study. Developmental Science, 11(4), 575–582. https://doi.org/10.1111/j.1467-7687.2008.00703.x
]Search in Google Scholar
[
Fedzechkina, M., Newport, E., & Jaeger, T. (2017). Balancing effort and information transmission during language acquisition: Evidence from word order and case marking. Cognitive Science, 41(2), 416–446. https://doi.org/10.1111/cogs.12346
]Search in Google Scholar
[
Feldman, H., Goldin-Meadow, S., & Gleitman, L. (1978). Beyond Herodotus: The creation of language by linguistically deprived deaf children. In A. Locke (Ed.), Action, gesture and symbol: The emergence of language (pp. 102–123). Academic.
]Search in Google Scholar
[
Fisher, C. (1996). Structural limits on verb mapping: The role of analogy in children’s interpretations of sentences. Cognitive Psychology, 31(1). 41–81. https://doi.org/10.1006/cogp.1996.0012
]Search in Google Scholar
[
Fisher, C. (2002). Structural limits on verb mapping: The role of abstract structure in 2.5-year-olds’ interpretations of novel verbs. Developmental Science, 5(1), 55–64. https://doi.org/10.1111/1467-7687.00209
]Search in Google Scholar
[
Fisher, C., Hall, D., Rakowitz, S., & Gleitman, L. (1994). When it is better to receive than to give: Syntactic and conceptual constraints on vocabulary growth. Lingua, 92(1–4), 333–375.
]Search in Google Scholar
[
Fisher, C., Jin, K., & Scott, R. (2020). The developmental origins of syntactic bootstrapping. Topics in Cognitive Science, 12(1), 48–77. https://doi.org/10.1111/tops.12447
]Search in Google Scholar
[
Franck, J., Millotte, S., & Lassotta, R. (2011). Early word order representations: Novel arguments against old contradictions. Language Acquisition, 18(2), 121–135. https://doi.org/10.1080/10489223.2011.530536
]Search in Google Scholar
[
Franck, J., Millotte, S., Posada, A., & Rizzi, L. (2013). Abstract knowledge of word order by 19 months: An eye-tracking study. Applied Psycholinguistics, 34(2), 323–336. https://doi.org/10.1017/S0142716411000713
]Search in Google Scholar
[
Garcia, R., Dery, J., Roeser, J., & Höhle, B. (2018). Word order preferences of Tagalog-speaking adults and children. First Language, 38(6), 617–640. https://doi.org/10.1177/0142723718790317
]Search in Google Scholar
[
Garcia, R., & Kidd, E. (2022). Acquiring verb-argument structure in Tagalog: A multivariate corpus analysis of caregiver and child speech. Linguistics, 60(6), 1855–1906. https://doi.org/10.1515/ling-2021-0107
]Search in Google Scholar
[
Garcia, R., Roeser, J., & Höhle, B. (2019). Thematic role assignment in the L1 acquisition of Tagalog: Use of word order and morphosyntactic markers. Language Acquisition, 26(3), 235–261. https://doi.org/10.1080/10489223.2018.1525613
]Search in Google Scholar
[
Gavarró, A., Leela, M., Rizzi, L., & Franck, J. (2015). Knowledge of the OV parameter setting at 19 months: Evidence from Hindi–Urdu. Lingua, 154, 27–34. https://doi.org/10.1016/j.lingua.2014.11.001
]Search in Google Scholar
[
Gertner, Y., & Fisher, C. (2012). Predicted errors in children’s early sentence comprehension. Cognition, 124(1), 85–94. https://doi.org/10.1016/j.cognition.2012.03.010
]Search in Google Scholar
[
Gertner, Y., Fisher, C., & Eisengart, J. (2006). Learning words and rules: Abstract knowledge of word order in early sentence comprehension. Psychological Science, 17(8), 684–691. https://doi.org/10.1111/j.1467-9280.2006.01767.x
]Search in Google Scholar
[
Gervain, J., Nespor, M., Mazuka, R., Horie, R., & Mehler, J. (2008). Bootstrapping word order in prelexical infants: A Japanese–Italian cross-linguistic study. Cognitive Psychology, 57(1), 56–74. https://doi.org/10.1016/j.cogpsych.2007.12.001
]Search in Google Scholar
[
Göksun, T., Küntay, A., & Naigles, L. (2008). Turkish children use morphosyntactic bootstrapping in interpreting verb meaning. Journal of Child Language, 35(2), 291–323. https://doi.org/10.1017/s0305000907008471
]Search in Google Scholar
[
Goldin-Meadow, S. (2005). What language creation in the manual modality tells us about the foundations of language? The Linguistic Review, 22(2–4), 199–225. https://doi.org/10.1515/tlir.2005.22.2-4.199
]Search in Google Scholar
[
Hakuta, K. (1982). Interaction between particles and word order in the comprehension and production of simple sentences in Japanese children. Developmental Psychology, 18, 62–76. https://doi.org/10.1037/0012-1649.18.1.62
]Search in Google Scholar
[
He, A., & Wittenberg, E. (2020). The acquisition of event nominals and light verb constructions. Language and Linguistics Compass, 14(2), e12363. https://doi.org/10.1111/lnc3.12363
]Search in Google Scholar
[
Hirsh-Pasek, K., & Golinkoff, R. (1996). Single-Word Speakers’ Comprehension of Word Order. In K. Hirsh-Pasek & R. Golinkoff (Eds.), The origins of grammar: Evidence from early language comprehension (pp. 99–122). MIT Press.
]Search in Google Scholar
[
Hirsh-Pasek, K., Golinkoff, R., & Naigles, L. (1996). Young children’s use of syntactic frames to derive meaning. In K. Hirsh-Pasek & R. Golinkoff (Eds.), The origins of grammar: Evidence from early language comprehension (pp. 123–158). MIT Press.
]Search in Google Scholar
[
Horowitz, A., & Frank, M. (2015). Young children’s developing sensitivity to discourse continuity as a cue for inferring reference. Journal of Experimental Child Psychology, 129, 84–97. https://doi.org/10.1016/j.jecp.2014.08.003
]Search in Google Scholar
[
Hsu, D. (2018). Children’s syntactic representation of the transitive constructions in Mandarin Chinese. PloS One, 13(11): e0206788. https://doi.org/10.1371/JOURNAL.PONE.0206788
]Search in Google Scholar
[
Imai, M., Li, L., Haryu, E., Okada, H., Hirsh‐Pasek, K., Golinkoff, R., & Shigematsu, J. (2008). Novel noun and verb learning in Chinese‐, English‐, and Japanese‐speaking children. Child Development, 79(4), 979–1000. https://doi.org/10.1111/j.1467-8624.2008.01171.x
]Search in Google Scholar
[
Jiang, L., & Haryu, E. (2010). Young Chinese-speaking children’s understanding of the correspondence between verb meaning and argument structure [Conference presentation]. Boston University Conference on Language Development, Boston, MA.
]Search in Google Scholar
[
Jiang, L., & Haryu, E. (2014). Revisiting Chinese-speaking children’s understanding of argument structure. Japanese Psychological Research, 56(2), 180–188. https://doi.org/10.1111/jpr.12036
]Search in Google Scholar
[
Jin, K. (2015). The role of syntactic and discourse information in verb learning. [Ph.D. Dissertation]. University of Illinois at Urbana-Champaign.
]Search in Google Scholar
[
Jin, K., & Fisher, C. (2014). Early evidence for syntactic bootstrapping: 15-month- olds use sentence structure in verb learning. In W. Orman & M. Valleau (Eds.), Proceedings of the 38th Boston University Conference on Language Development. Cascadilla Press.
]Search in Google Scholar
[
Kail, M. (1989). Cue validity, cue cost, and processing types in sentence comprehension in French and Spanish. In B. MacWhinney & E. Bates (Eds.), The crosslinguistic study of sentence comprehension (pp. 77–117). Cambridge University Press.
]Search in Google Scholar
[
Kail, M., & Charvillat, A. (1986). Linguistic cues in sentence processing in French children and adults from a crosslinguistic perspective. In I. Kurcz, G. W. Shugar & J. H. Danks (Eds.), Knowledge and language (pp. 349–374). North-Holland.
]Search in Google Scholar
[
Kail, M., & Charvillat, A. (1988). Local and topological processing in sentence comprehension by French and Spanish children. Journal of Child Language, 15(3), 637–662. https://doi.org/10.1017/S0305000900012605
]Search in Google Scholar
[
Kayama, Y., & Oshima-Takane, Y. (2022). The acquisition of argument structures of intransitive and transitive verbs in Japanese: The role of parental input. First Language, 42(1), 144–167. https://doi.org/10.1177/01427237211059970
]Search in Google Scholar
[
Kim, Y.-J. (2000). Subject/object drop in the acquisition of Korean: A crosslinguistic comparison. Journal of East Asian Linguistics, 9(4), 325–351. https://doi.org/10.1023/A:1008304903779
]Search in Google Scholar
[
Koulaguina, E., Legendre, G., Barrière, I., & Nazzi, T. (2019). Towards abstract syntax at 24 months: Evidence from subject-verb agreement with conjoined subjects. Language Learning and Development, 15(2), 157–176. https://doi.org/10.1080/15475441.2019.1571417
]Search in Google Scholar
[
Lee, J., & Naigles, L. (2005). The input to verb learning in Mandarin Chinese: A role for syntactic bootstrapping. Developmental Psychology, 41, 529–540. https://doi.org/10.1037/0012-1649.41.3.529
]Search in Google Scholar
[
Lee, J., & Naigles, L. (2008). Mandarin learners use syntactic bootstrapping in verb acquisition. Cognition, 106(2), 1028–1037. https://doi.org/10.1016/j.cognition.2007.04.004
]Search in Google Scholar
[
Leischner, F., Weissenborn, J., & Naigles, L. (2016). Universal and language--specific patterns in the acquisition of verb argument structures in German. Language Learning and Development, 12(2), 153–183. https://doi.org/10.1080/15475441.2015.1052450
]Search in Google Scholar
[
Lempert, H., & Kinsbourne, M. (1978). Children’s comprehension of word order: A developmental investigation. Child Development, 49, 1235–1238. https://doi.org/10.1111/J.1467-8624.1978.TB04097.X
]Search in Google Scholar
[
Lidz, J., Gleitman, H., & Gleitman, L. (2003). Understanding how input matters: Verb learning and the footprint of universal grammar. Cognition, 87(3). 151–178. https://doi.org/10.1016/s0010-0277(02)00230-5
]Search in Google Scholar
[
Lin, K., Chang, Y., & Deen, K. (2022). The child acquisition of voice in Paiwan.In Y. Gong & F. Kpogo (Eds.), Proceedings of the 46th annual Boston University Conference on Language Development. Cascadilla Press.
]Search in Google Scholar
[
Lindner, K. (2003). The development of sentence-interpretation strategies in monolingual German-learning children with and without specific language impairment. Linguistics, 41, 213–254. https://doi.org/10.1515/LING.2003.008
]Search in Google Scholar
[
MacWhinney, B., Pleh, C., & Bates, E. (1985). The development of sentence interpretation in Hungarian. Cognitive Psychology, 17(2), 178–209. https://doi.org/10.1016/0010-0285(85)90007-6
]Search in Google Scholar
[
Mahowald, K., Diachek, E., Gibson, E., Fedorenko, E., & Futrell, R. (2022). Grammatical cues are largely, but not completely, redundant with word meanings in natural language. arXiv. https://doi.org/10.48550/arXiv.2201.12911
]Search in Google Scholar
[
Marcus, G., Vijayan, S., Bandi Rao, S., & Vishton, P. (1999). Rule learning by seven- month-old infants. Science, 283(5398), 77–80. https://doi.org/10.1126/science.283.5398.77
]Search in Google Scholar
[
Martin, A., Igarashi, Y., Jincho, N., & Mazuka, R. (2016). Utterances in infant-directed speech are shorter, not slower. Cognition, 156, 52–59.
]Search in Google Scholar
[
Matsuo, A., Kita, S., Shinya, Y., Wood, G., & Naigles, L. (2012). Japanese two-year-olds use morphosyntax to learn novel verb meanings. Journal of Child Language, 39, 637–663. https://doi.org/10.1017/S0305000911000213
]Search in Google Scholar
[
Matthews, D., Lieven, E., Theakston, A., & Tomasello, M. (2005). The role of frequency in the acquisition of English word order. Cognitive Development, 20(1), 121–136. https://doi.org/10.1016/j.cogdev.2004.08.001
]Search in Google Scholar
[
Matthews, D., Lieven, E., Theakston, A., & Tomasello, M. (2007). French children’s use and correction of weird word orders: A constructivist account. Journal of Child Language, 34, 381–409. https://doi.org/1.1017/S030500090600794X
]Search in Google Scholar
[
McDonald, J. (1986). The development of sentence comprehension strategies in English and Dutch. Journal of Experimental Child Psychology, 41, 317–335. https://doi.org/10.1016/0022-0965(86)90043-3
]Search in Google Scholar
[
Mintz, T. (2003). Frequent frames as a cue for grammatical categories in child directed speech. Cognition 90, 91–117. https://doi.org/10.1016/S0010-0277(03)00140-9
]Search in Google Scholar
[
Naigles, L. (1990). Children use syntax to learn verb meanings. Journal of Child Language, 17(2), 357–374. https://doi.org/10.1017/S0305000900013817
]Search in Google Scholar
[
Naigles, L., Fowler, A., & Helm, A. (1992). Developmental shifts in the construction of verb meanings. Cognitive Development, 7(4), 403–427. https://doi.org/10.1016/0885-2014(92)80001-V
]Search in Google Scholar
[
Naigles, L., Gleitman, H., & Gleitman, L. (1993). Children acquire word meaning components from syntactic evidence. In E. Dromi (Ed.), Language and cognition: A developmental perspective (pp. 104–140 ). Ablex.
]Search in Google Scholar
[
Naigles, L., & Kako, E. (1993). First contact in verb acquisition: Defining a role for syntax. Child Development, 64, 1665–1687. https://doi.org/10.1111/j.1467-8624.1993.tb04206.x
]Search in Google Scholar
[
Nappa, R., Wessel, A., McEldoon, K., Gleitman, L., & Trueswell, J. (2009). Use of speaker’s gaze and syntax in verb learning. Language Learning and Development, 5(4), 203–234. https://doi.org/10.1080/15475440903167528
]Search in Google Scholar
[
Narasimhan, B., Budwig, N., & Murty, L. (2005). Argument realization in Hindi caregiver–child discourse. Journal of Pragmatics, 37(4), 461–495. https://doi.org/10.1016/j.pragma.2004.01.005
]Search in Google Scholar
[
Noble, C., Iqbal, F., Lieven, E., & Theakston, A. (2016). Converging and competing cues in the acquisition of syntactic structures: The conjoined agent intransitive. Journal of Child Language, 43(4), 811–842. https://doi.org/10.1017/S0305000915000288
]Search in Google Scholar
[
Noble, C., Rowland, C., & Pine, J. (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. https://doi.org/10.1111/j.1551-6709.2011.01175.x
]Search in Google Scholar
[
Olguin, R., & Tomasello, M. (1993). Twenty-five-month-old children do not have a grammatical category of verb. Cognitive Development, 8(3), 245–272. https://doi.org/10.1016/S0885-2014(93)80001-A
]Search in Google Scholar
[
Omaki, A., Lassotta, R., Kobayashi, T., Rizzi, L., & Franck, J. (2012). Delay of word order in Japanese? Evidence from a preferential looking study with 19 and 30-month-old children. In N. Miyake, D. Peebles & R. P. Cooper (Eds.), Proceedings of 34th Annual Meeting of the Cognitive Science Society (pp. 2826). Cognitive Science Society.
]Search in Google Scholar
[
Özdemir-Yilmazer, M. & Başol, H. (2017). Acquisition of verbs and argument structures in Turkish. International Journal of Language Academy, 5(18), 17–30. https://doi.org/10.18033/ijla.3615
]Search in Google Scholar
[
Özge, D., Küntay, A., & Snedeker, J. (2019). Why wait for the verb? Turkish speaking children use case markers for incremental language comprehension. Cognition, 183, 152–180. https://doi.org/10.1016/j.cognition.2018.10.026
]Search in Google Scholar
[
Perkins, L., Feldman, N., & Lidz, J. (2017). Learning an input filter for argument structure acquisition. Proceedings of the 7th Workshop on Cognitive Modeling and Computational Linguistics, CMCL (pp. 11–19). https://doi.org/10.18653/v1/W17-0702
]Search in Google Scholar
[
Perkins, L., Feldman, N., & Lidz, J. (2022). The power of ignoring: Filtering input for argument structure acquisition. Cognitive Science, 46(1), e13080. https://doi.org/10.1111/cogs.13080
]Search in Google Scholar
[
Perkins, L., Knowlton, T., Williams, A., & Lidz, J. (2022). Thematic content, not number matching, drives syntactic bootstrapping. LingBuzz. https://lingbuzz.net/lingbuzz/006679
]Search in Google Scholar
[
Pozzan, L., Gleitman, L., & Trueswell, J. (2016). Semantic ambiguity and syntactic bootstrapping: The case of conjoined-subject intransitive sentences. Language Learning and Development, 12(1), 14–41. https://doi.org/10.1080/15475441.2015.1018420
]Search in Google Scholar
[
Reddy, A. & Deen, K. (2023). Effect of dependent case marking on frame compliance.In P. Gappmayr, & J. Kellogg (Eds.), Proceedings of the 47th Annual Boston University Conference on Language Development (pp. 632–644). Cascadilla Press.
]Search in Google Scholar
[
Rispoli, M. (1989). Encounters with Japanese verbs: Caregiver sentences and the categorization of transitive and intransitive action verbs. First Language, 9(25), 57–80. https://doi.org/10.1177/014272378900902506
]Search in Google Scholar
[
Roberts, K. (1983). Comprehension and production of word order in Stage I. Child Development, 54, 443–449. https://doi.org/10.2307/1129705
]Search in Google Scholar
[
Šagi, L. (2017). The acquisition process of word order and the information status of arguments in English and Hungarian. In S. Halupka-Rešetar & S. Martinez-Ferreiro (Eds.), Studies in language and mind (pp. 129–173). Faculty of Philosophy, University of Novi Sad.
]Search in Google Scholar
[
Scott, R., Gertner, Y., & Fisher, C. (2018). Not all subjects are agents: Transitivity and meaning in early language comprehension. In K. Syrrett & S. Arunachalam (Eds.), Semantics in language acquisition (pp. 154–176). John Benjamins.
]Search in Google Scholar
[
Shi, H., He, A., Song, H., Jin, K., & Arunachalam, S. (2023). Learning verbs in English and Korean: The roles of word order and argument drop. Language Learning and Development, 20(1), 19–39. https://doi.org/10.1080/15475441.2023.2165926
]Search in Google Scholar
[
Shin, G.-H. (2021). Limits on the agent-first strategy: Evidence from children’s comprehension of a transitive construction in Korean. Cognitive Science, 45(9), e13038. https://doi.org/10.1111/cogs.13038
]Search in Google Scholar
[
Shin, G.-H. (2022). Awareness is one thing and mastery is another: Korean--speaking children’s comprehension of a suffixal passive construction in Korean. Cognitive Development, 62, 101184. https://doi.org/10.1016/j.cogdev.2022.101184
]Search in Google Scholar
[
Shin, G.-H., & Mun, S. (2022). Korean-speaking children’s constructional knowledge about a transitive event: Corpus analysis and Bayesian modelling. Journal of Child Language, 50(2), 1–27. https://doi.org/10.1017/S030500092100088X
]Search in Google Scholar
[
Sinclair, H., & Bronckart, J. (1972). SVO A linguistic universal? A study in developmental psycholinguistics. Journal of Experimental Child Psychology, 14(3), 329–348. https://doi.org/10.1016/0022-0965(72)90055-0
]Search in Google Scholar
[
Slobin, D. I. (1982). Universal and particular in the acquisition of language. In E. Wanner & L. Gleitman (Eds.), Language acquisition: The state of the art (pp. 128–172). Cambridge University Press.
]Search in Google Scholar
[
Slobin, D., & Bever, T. (1982). Children use canonical sentence schemas: A crosslinguistic study of word order and inflections. Cognition, 12, 229–265. https://doi.org/10.1016/0010-0277(82)90033-6
]Search in Google Scholar
[
Smolík, F. (2015). Word order and information structure in Czech 3- and 4-year-olds’ comprehension. First Language, 35(3), 237–253. https://doi.org/10.1177/0142723715596098
]Search in Google Scholar
[
Sokolov, J. (1988). Cue validity in Hebrew sentence comprehension. Journal of Child Language, 15, 129–155. https://doi.org/10.1017/S0305000900012095
]Search in Google Scholar
[
Strohner, H. & Nelson, K. (1974). The young child’s development of sentence comprehension: The influence of event probability, non-verbal context, syntactic form and strategies. Child Development, 45, 567–576. https://doi.org/10.2307/1127821
]Search in Google Scholar
[
Tal, S., & Arnon, I. (2022). Redundancy can benefit learning: Evidence from word order and case marking. Cognition, 224, 105055. https://doi.org/10.1016/j.cognition.2022.105055
]Search in Google Scholar
[
Thomsen, D., & Poulsen, M. (2015). Cue conflicts in context: Interplay between morphosyntax and discourse context in Danish preschoolers’ semantic role assignment. Journal of Child Language, 42(6), 1237–1266. https://doi.org/10.1017/S0305000914000786
]Search in Google Scholar
[
Tomasello, M. (1992). First verbs: A case study of early grammatical development. Cambridge University Press.
]Search in Google Scholar
[
Tomasello, M. & Abbot-Smith, K. (2002). A tale of two theories: Response to Fisher. Cognition, 83(2), 207–214. https://doi.org/10.1016/S0010-0277(01)-00172-X
]Search in Google Scholar
[
Trueswell, J., Kaufman, D., Hafri, A., & Lidz, J. (2012). Development of parsing abilities interacts with grammar learning: Evidence from Tagalog and Kannada. In A. K. Biller, E. Y. Chung, & A. E. Kimball (Eds.), Proceedings of the 36th annual Boston University Conference on Language Development (pp. 620–632). Cascadilla Press.
]Search in Google Scholar
[
Ural, A., Yuret, D., Ketrez, F., Koçbaş, D., & Küntay, A. (2009). Morphological cues vs. number of nominals in learning verb types in Turkish: The syntactic bootstrapping mechanism revisited. Language and Cognitive Processes, 24(10), 1393–1405. https://doi.org/10.1080/01690960902775525.
]Search in Google Scholar
[
Vion, M. (1992). The role of intonation in processing left and right dislocations in French. Journal of Experimental Child Psychology, 53(1), 45–71. https://doi.org/10.1016/S0022-0965(05)80004-9
]Search in Google Scholar
[
Weisleder, A., & Waxman, S. (2010). What’s in the input? Frequent frames in child-directed speech offer distributional cues to grammatical categories in Spanish and English. Journal of Child Language, 37(5), 1089–1108. https://doi.org/10.1017/S0305000909990067
]Search in Google Scholar
[
Weist, R. (1983). The word order myth. Journal of Child Language, 10(1), 97–106. https://doi.org/10.1017/S030500090000516X
]Search in Google Scholar
[
Wittek, A., & Tomasello, M. (2005). Young children’s sensitivity to listener knowledge and perceptual context in choosing referring expressions. Applied Psycholinguistics, 26, 541–558. https://doi.org/10.1017/S0142716405050290
]Search in Google Scholar
[
Yuan, S., & Fisher, C. (2009). “Really? She blicked the baby?” Two-year-olds learn combinatorial facts about verbs by listening. Psychological Science, 20(5). 619–626. https://doi.org/10.1111/j.1467-9280.2009.02341.x
]Search in Google Scholar
[
Yuan, S., Fisher, C., & Snedeker, J. (2012). Counting the nouns: Simple structural cues to verb meaning. Child Development, 83(4), 1382–1399. https://doi.org/10.1111/j.1467-8624.2012.01783.x
]Search in Google Scholar
[
Zhu, J., Franck, J., Rizzi, L., & Gavarró, A. (2022). Do infants have abstract grammatical knowledge of word order at 17 months? Evidence from Mandarin Chinese. Journal of Child Language, 49, 60–79. https://doi.org/10.1017/S0305000920000756
]Search in Google Scholar
[
Zhu, J., & Gavarró, A. (2019). Testing language acquisition models: Null and overt topics in Mandarin. Journal of Child Language, 46(4), 707–732. https://doi.org/10.1017/S0305000919000114
]Search in Google Scholar