1 - A model of grounded language acquisition: Sensorimotor features
improve lexical and grammatical learning.
Steve R. Howell, Damian Jankowicz, Suzanna Becker.
McMaster University, Hamilton, Ont., Canada
Journal of Memory and Language 53 (2005) 258-276.
2 - Electrophysiological evidence for prelinguistic infants' word
recognition in continuous speech.
Valesca Kooijman 1, 2, Peter Hagoort 1, Anne Cutler 2.
1 - F.C. Donders Centre for Cognitive Neuroimaging, Radboud University of
Nijmegen, Nijmegen, The Netherlands;
2 - Mx Planck Institute for Psycholinguistics, Nijmegen, The Netherlands.
Cognitive Brain Research 24 (2005) 109-116.
3 - The role of child-directed speech in language acquisition: a
case study.
Paul Matychuk.
Department of English/CIEP, Andrews University, Nethery Hall 200, Berrien
Springs, USA.
Language Sciences 27 (2005) 301-379.
4 - The differential role of phonological and distributional cues
in grammatical categorisation.
Padraic Monaghan 1, Nick Chater 1, 2, Morten H. Christiansen 3.
1 - Department of Psychology, University of Warwick, Coventry, UK;
2 - Institute for applied Cognitive Science, University of Warwick, Coventry,
UK;
3 - Department of Psychology, Cornell University, Ithaca, NY, USA.
Cognition 96(2005) 143-182
5 - The infant as a prelinguistic model for language learning impairments:
Predicting form event-related potentials to behavior.
April A. Benasich, Naseem Choudhury, Jennifer T. Friedman, Teresa Realpe-Bonilla,
Cecylia Chojnowska, Zhenkun Gou.
Center for Molecular and Behavioral Neuroscience, Rutgers, The State University
of Ney Jersey, University Avenue, Newark, USA.
Neuropsychologia xxx (2005) xxx-xxx.