 | x + 858 pages (2-volume set) publication date: May 2001 ISBN 978-1-57473-062-3 paperback, $50.00 ISBN 978-1-57473-162-0 library binding, $96.00 |
Volume 1
Twenty-five Years of the BUCLD: An Institutional History
Margaret Thomas 1-15
Language Acquisition and the Child:
Tensions in Theory and Development
Lois Bloom 16-33
Now You Hear It, Now You Don't:
The Nature of Optionality in Child Grammars
Nina Hyams 34-58
Knowing the Difference Between Girls and Boys:
The Use of Gender During On-Line
Pronoun Comprehension in Young Children
Jennifer E. Arnold, Jared M. Novick, Sarah Brown-Schmidt,
Janet G. Eisenband, and John C. Trueswell 59-69
The Expression of Specificity in a Language without Determiners:
Evidence from Child Russian
Sergey Avrutin and Dina Brun 70-81
Expletive Determiners in Child Dutch and Spanish
Sergio Baauw 82-93
Descriptive Imperatives in Child Russian and
Early Correct Use of Verbal Morphology
Eva Bar-Shalom and William Snyder 94-101
Early Bare Stems in an Agglutinative Language
Natalie Batman-Ratyosyan and Karin Stromswold 102-113
Complex Predicates and Goal PP's:
Evidence for a Semantic Parameter
Sigrid Beck and William Snyder 114-122
Regular-Irregular Dissociations in
L2 Acquisition of English Morphology
David Birdsong and James E. Flege 123-132
Nonfinite Clauses in Dutch and English Child Language:
An Experimental Approach
Elma Blom, Evelien Krikhaar, and Frank Wijnen 133-144
Evidence for Early Word Order Acquisition in
a Variable Word Order Language
Deborah Chen 145-156
The Acquisition of Disjunction:
Evidence for a Grammatical View of Scalar Implicatures
Gennaro Chierchia, Stephen Crain, Maria Teresa Guasti,
Andrea Gualmini, and Luisa Meroni 157-168
The Acquisition of In-Situ Wh-Questions
and Wh-Indefinites in Jakarta Indonesian
Peter Cole, David Gil, Gabriella Hermon, and Uri Tadmor 169-179
How Words Get to Be Names
Eliana Colunga and Linda B. Smith 180-189
Coarticulatory Cues Enhance Infants' Recognition
of Syllable Sequences in Speech
Suzanne Curtin, Toben H. Mintz, and Dani Byrd 190-201
Language After Hemispherectomy:
If Neither Side Nor Age Matters, What Does?
Susan Curtiss and Stella de Bode 202-213
A Tool for Characterizing Grammatical Morphology Development
Patricia Deevy and Carol Miller 214-225
The Interpretation of Two Kinds of Relative
Clauses in English-French Interlanguage
Laurent Dekydtspotter, Rex A. Sprouse, and Erin Gibson 226-237
A Comparative Study of Ellipsis and Anaphora in L2 Acquisition
Nigel Duffield and Ayumi Matsuo 238-249
The Role of the Input in the Development of L1 and L2 Sound
Contrasts: Language-Specific Cue Weighting for Vowels
Paola R. Escudero 250-261
The Transfer Debate Revisited: Reevaluating Old Data
Shiraz Felling 262-271
The Aspect Hypothesis:
Early Development of Verb Morphology in L2 English
Ingrid Finger 272-283
Learning to Identify Spoken Words
Cynthia L. Fisher and Barbara A. Church 284-295
Re-examining the Vocabulary Spurt and its Implications:
Is There Really a Sudden Change in Cognitive Development?
Jennifer Ganger and Michael Brent 296-306
Assimilation Phenomena and Initial Constraint Ranking
in Early Grammars
Heather Goad 307-318
A Discourse-Pragmatic Explanation for Argument Realization
and Omission in English and Japanese Children's Speech
A.M. Sonia Guerriero, Amy Cooper,
Yuriko Oshima-Takane, and Yoko Kuriyama 319-330
The Acquisition of the CP System in Child L2 English
Belma Haznedar 331-342
Italian Sequence of Tense: Complementation or Imperfectivity?
Bart Hollebrandse, Denis Delfitto,
Angeliek van Hout, and Andréa de Vroeg 343-352
How Infants Use the Words They Know to Learn New Words
George Hollich, Peter W. Jusczyk, and Michael W. Brent 353-364
Computational Complexity over Time: The Development of
Functional Categories in French-Speaking Children with SLI
Celia Jakubowicz, Catherine Durand,
Catherine Rigaut, and Marlies van der Velde 365-376
Early Morphological Development and Case Marking
in Spanish Monolingual Puerto Rican Children
María Ileana Jiménez Castro and Phil Connell 377-388
Word Segmentation by 7.5-Month-Olds:
Three Words Do Not Equal One
Elizabeth K. Johnson, Joost van de Weijer,
and Peter W. Jusczyk 389-400
Alignment and Consonant Harmony: Evidence from Greek
Ioanna Kappa 401-412
Coreference in Child Russian:
Distinguishing Syntactic and Discourse Constraints
Nina Kazanina and Colin Phillips 413-424
Volume 2
Does UG Make a Correct Prediction about L2 Acquisition?
Soo-Ok Kweon 425-435
Salience of Nouns and Verbs in Korean Infant-Directed Speech
Soyoung Lee and Barbara L. Davis 436-445
How Do Preschool Children Acquire Superordinate Words?
Jing Liu, Roberta Michnick Golinkoff,
Jaye Goroff, and Quincy Carpenter 446-457
New Developments in CHILDES
Brian MacWhinney 458-468
What Dutch Children Know about Telicity and Tense
Ayumi Matsuo and Suzanne van der Feest 469-479
Learning Phonemes: How Far Can the Input Take Us?
Jessica Maye and LouAnn Gerken 480-490
False Belief and Sentence Complements
in Children with Specific Language Impairment
Carol Miller 491-498
What's in a Name? Novel and Superordinate Nouns
Facilitate Learning Novel Adjectives
Toben H. Mintz and Nuria Giralt 499-509
L1 Influence with Overt/Non-Overt Morphology in
the L2 Acquisition of Argument Structure:
Evidence from English and Turkish Causative Verbs
Silvina Montrul 510-521
Is Native-Like Competence Possible in L2 Acquisition?
Silvina Montrul and Roumyana Slabakova 522-533
Variables Governing Diffusion in Phonological Acquisition
Michele L. Morrisette and Judith A. Gierut 534-541
Generalizing Novel Verbs to Different Structures:
Evidence for the Early Distinction of Verbs and Frames
Letitia R. Naigles and Edith L. Bavin 542-553
The Acquisition of Additive "Focus Particles" in German
Ulrike Nederstigt 554-565
Motion Events in Language and Cognition
Anna Papafragou, Christine Massey, and Lila Gleitman 566-574
The Status of Filler Syllables in Children's Early Speech
Thomas Pepinsky, Katherine Demuth, and Brian Roark 575-586
Subject-Object Asymmetry in
Child Comprehension of Wh-Questions
William Philip, Peter Coopmans,
Wouter van Atteveldt, and Matthijs van der Meer 587-598
Children's Use of Modal Verbs in the Discursive
Construction of Self in Peer Play and Peer Narrations
Martha J. Pinet, Luke Moissinac, and Nancy Budwig 599-610
Root Specifiers and Null Subjects Revisited
Bernadette Plunkett and Cécile De Cat 611-622
Structural Constraints on the Interpretation of Novel Count Nouns
Sandeep Prasada and Megan Cummins 623-632
Morphological Variability in Child SLA:
An Account Integrating Truncation and Missing Inflection
Philippe Prévost 633-644
The Acquisition of Finiteness in K'iche' Maya
Clifton Pye 645-656
Structure in Parents' Input:
Effects of Categorization versus Comparison
Catherine Sandhofer 657-667
Developmental Issues in the Acquisition of
Japanese Unaccusatives and Passives
Tetsuya Sano, Mika Endo, and Kyoko Yamakoshi 668-683
The Modularity of Grammar and Pragmatics:
Evidence from Specific Language Impairment
Jeannette Schaeffer 684-695
The Canonical Constraint Hypothesis:
Acquisition of the L2 Psych Verbs in English
Enchao Shi 696-707
Viewpoint Aspect in Bulgarian-English Interlanguage
Roumyana Slabakova 708-719
Young Children's Use of Discourse Cues
in Language Comprehension
Hyun-joo Song and Cynthia Fisher 720-731
Phonetic Cues to Phonological Acquisition:
Evidence from L2 Syllabification
Jeffrey Steele 732-743
Scope and Specificity in Child Language
Yi-ching Su 744-755
The Role of Aspect in Licensing Object Drop in Child Dutch
Erica Thrift and Nina Hyams 756-767
On Spanish Language Decline
Almeida Jacqueline Toribio 768-779
The Acquisition of Pronominal Reference by Greek-Dutch
Bilingual Children: Evidence for Early Grammar Differentiation
and Autonomous Development in Bilingual First Language Acquisition
Spyridoula Varlokosta and Joanna Dullaart 780-791
The Status of Abstract Features in Interlanguage:
Gender and Number in L2 Spanish
Lydia White, Elena Valenzuela, Martyna Kozlowska-Macgregor,
Ingrid Leung, and Hela Ben Ayed 792-802
Morphological Transfer Effects in Child L2 Acquisition of
English Double-Object Datives
Melinda Whong-Barr and Bonnie D. Schwartz 803-814
Ergative Structure at Sentence and Discourse Levels
in a Self-Generated Communication System
Bari Wieselman Schulman, Carolyn Mylander,
and Susan Goldin-Meadow 815-824
Case Drop in L2 Japanese
Myunghyun Yoo, Yuhko Kayama,
Mizuki Mazzotta, and Lydia White 825-834
Early Noun Learning Depends on the Language Being Learned
Hanako Yoshida and Linda B. Smith 835-846
How Does the Learner Identify the Default Inflection Pattern?
Kai Zimmerman 847-858