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BUCLD 25: Proceedings of the 25th annual
Boston University Conference on Language Development

edited by Anna H.-J. Do, Laura Domínguez, and Aimee Johansen
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Front cover image   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

 


The 25th annual Boston University Conference on Language Development took place in November 2000 in Boston, MA. The proceedings contain 73 papers from the conference, including the keynote address by Lois Bloom, the plenary address by Nina Hyams, and a historical overview and analysis of the BUCLD conference by Margaret Thomas.



Contents
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

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