Selected publications from our lab members & departmental collaborators 2009 – 2017

Davis, B.L., Van der Feest, S.V.H, & Yi, H. (2017). ‘Speech sound characteristics of early words: influence of phonological factors across vocabulary development’. Journal of Child Language. [pdf]

Van der Feest, S.V.H. & Johnson, E.K. (2016). ‘Input-Driven Differences in Toddler’s Perception of a Disappearing Phonological Contrast’. Language Acquisition, 23(2), 89-111. Awarded best paper of the year 2016 by Language Acquisition. [pdf]

Van der Feest, S.V.H., Fikkert, P. & Davis, B.L. (2016). Cross-Linguistic Differences in the Perception of Dorsal and Coronal CV-Combinations: Evidence from English and Dutch. In: Proceedings of the Annual Boston University Conference on Language Development. Cascadilla Press, Somerville, MA. Volume 2, 417-428. [pdf]

Davis, B.L., Van der Feest, S.V.H. & Yi, H. (2016). Phonological versus Lexical factors in Children’s Productions at the Onset of Word Us. In: Proceedings Supplement of the Annual Boston University Conference on Language Development. [pdf]

Blanco, C. P., Bannard, C., & Smiljanic, R. (2016). Differences in the Association between Segment and Language: Early Bilinguals Pattern with Monolinguals and Are Less Accurate than Late Bilinguals. Frontiers in Psychology7.

Klinger, J., Mayor, J., & Bannard, C. (2016). Children’s Faithfulness in Imitating Language Use Varies Cross‐Culturally, Contingent on Prior Experience. Child development87(3), 820-833.

Van der Feest, S.V.H. & Fikkert, P. (2015). ‘Building Phonological Lexical Representations.’ Phonology, 32(2), 207-239. [pdf]

Van der Feest, S.V.H., Moses, S., Clark, A., Parsons, D. & Smiljanic, R. (2015). ‘Effects of speaking style and context on online word recognition in adverse listening conditions.’ The Journal of the Acoustical Society of America138(3), 1850-1850.

Altvater-Mackensen, N., Van der Feest, S.V.H. & Fikkert, P. (2014). ‘Asymmetries in Early Word Recognition: The Case of Stops and Fricatives.’ Language Learning and Development, 10(2), 149-178. DOI: 10.1080/15475441.2013.808954 [pdf]

Van der Feest, S.V.H. & Smiljanic, R. (May, 2014). ‘Timecourse of Word Recognition for Listener-Oriented Speaking Style Adaptations.’ The Journal of the Acoustical Society of America135(4), 2316-2316.

Gaylord, N., & Bannard, C. J. (2013). Semantic Ambiguity Resolution as a Decision Process. In CogSci.

Bannard, C., Klinger, J., & Tomasello, M. (2013). How selective are 3-year-olds in imitating novel linguistic material?. Developmental psychology49(12), 2344.

Bannard, C., & Tomasello, M. (2012). Can we dissociate contingency learning from social learning in word acquisition by 24-month-olds?. PloS one7(11), e49881.

Bannard, C., & Lieven, E. (2012). Formulaic language in L1 acquisition. Annual Review of Applied Linguistics32, 3-16.

Van der Feest, S.V.H. & Swingley, D. (2011). ‘Dutch and English listeners’ perception of vowel duration.’ Journal of the Acoustical Society of America 129, EL57-63. [pdf]

Stumper, B., Bannard, C., Lieven, E., & Tomasello, M. (2011). “Frequent Frames” in German Child‐Directed Speech: A Limited Cue to Grammatical Categories. Cognitive science35(6), 1190-1205.

Klinger, J., & Mayor, J. (2011). Can Neural Adaptation Explain Word Choice? In Proceedings of the 33rd Annual Conferences of the Cognitive Sciences.

Gaylord, N. (2011). Exploring Contextual Influences on Word Meaning via Multiple-Level Similarity Judgments. In Proceedings of the 33rd Annual Conferences of the Cognitive Sciences.

Bannard, C., & Matthews, D. (2011). Two-and three-year-olds’ linguistic generalizations are prudent adaptations to the language they hear. Experience, Variation and Generalization: Learning a First Language7, 153.

Matthews, D. and Bannard, C. (2010), Children’s Production of Unfamiliar Word Sequences Is Predicted by Positional Variability and Latent Classes in a Large Sample of Child-Directed Speech. Cognitive Science, 34: 465–488. doi:10.1111/j.1551-6709.2009.01091.x

Bannard, C., Lieven, E., & Tomasello, M. (2009). Modeling children’s early grammatical knowledge. Proceedings of the National Academy of Sciences106(41), 17284-17289.