Designed to Meet the Requirements of Psycholinguistic

Altmann, G. T. M. (1998). Ambiguity in sentence processing. Trends in Cognitive Sciences, 2(4), 146–152.

Alvin Liberman, & Mattingly, I. G. (1985). The Motor Theory of Speech Perception Revised. Cognition, 21(1), 1–36.

Baldwin, D. A. (1991). Infants' contribution to the achievement of joint reference. Child Development, 62(5), 875–890. https://doi.org/10.1111/j.1467-8624.1991.tb01577.x

Bernal, S., & Dehaene-Lambertz, G. (2008). Early language acquisition and brain development. Frontiers in Psychology.

Bickerton, D. (1988). Creole languages and the bioprogram. Cambridge University Press.

Bloom, P. (1993). Grammatical continuity in language development: The case of subjectless sentences. Linguistic Inquiry, 24(4), 721–734.

Bloom, P. (2000). How children learn the meanings of words. MIT Press.

Blumstein, S. E., & Kurowski, K. (2006). The foreign accent syndrome: A perspective. Journal of Neurolinguistics, 19(5), 346–355. https://doi.org/10.1016/j.jneuroling.2006.03.003

Brown, R., & McNeill, D. (1966). The “tip of the tongue” phenomenon. Journal of Verbal Learning and Verbal Behavior, 5(4), 325–337. https://doi.org/10.1016/S0022-5371(66)80040-3

Bruner, J. (1983). Child's talk: Learning to use language. Oxford University Press. https://www.scirp.org/reference/referencespapers?referenceid=1156693

Bus, A. G., van IJzendoorn, M. H., & Pellegrini, A. D. (1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of Educational Research, 65(1), 1–21. https://doi.org/10.3102/00346543065001001

Carey, S. (2010). Beyond fast mapping. Language Learning and Development, 6(3), 184–205. https://doi.org/10.1080/15475441.2010.484379

Carey, S., & Bartlett, E. (1978). Acquiring a single new word. Papers and Reports on Child Language Development, 15, 17–29.

Chomsky, N. (1965). Aspects of the Theory of Syntax. MIT Press. https://www.colinphillips.net/wp-content/uploads/2015/09/chomsky1965-ch1.pdf

Clark, E. V. (1993). The lexicon in acquisition. Cambridge University Press.

Clark, E. V. (2009). First language acquisition (2nd ed.). Cambridge University Press.

Clark, E. V. (2009). First Language Acquisition. Cambridge University Press.

Clifton, C. Jr., & Duffy, S. A. (2001). Sentence and text processing. Handbook of Psycholinguistics. Academic Press.

Dell, G. S. (1986). A spreading-activation theory of retrieval in sentence production. Psychological Review, 93(3), 283–321. https://doi.org/10.1037/0033-295X.93.3.283

Eimas, P. D., Siqueland, E. R., Jusczyk, P., & Vigorito, J. (1971). Speech perception in infants. Science, 171(3968), 303–306. https://www.sciencedirect.com/science/article/pii/S0163638384800223

Fernandez, E. M., & Cairns, H. S. (2011). Fundamentals of psycholinguistics. Wiley-Blackwell.

Field, J. (2003). Psycholinguistics: A resource book for students. Routledge.

Fisher, C. (2002). The role of abstract syntactic knowledge in language acquisition: A reply to Tomasello (2000). Cognition, 82(3), 259–278. https://doi.org/10.1016/S0010-0277(01)00142-5

Fisher, C., Hall, D. G., Rakowitz, S., & Gleitman, L. (1994). When it is better to receive than to give: Syntactic and conceptual constraints on vocabulary growth. Lingua, 92, 333–375.

Fodor, J. D., & Frazier, L. (1980). Is the human sentence parsing mechanism an ATN? Cognition, 8(4), 417–459.

Friederici, A. D. (2011). The brain basis of language processing: From structure to function. Physiological Reviews, 91(4), 1357–1392. https://doi.org/10.1152/physrev.00006.2011

Friederici, A. D. (2011). The brain basis of language processing: From structure to function. Physiological Reviews, 91(4), 1357–1392.

Fromkin, V., Rodman, R., & Hyams, N. (2018). An Introduction to Language (11th ed.). Cengage Learning.

Gentner, D. (1982). Why nouns are learned before verbs: Linguistic relativity versus natural partitioning. In S. A. Kuczaj (Ed.), Language development: Vol. 2. Language, thought, and culture (pp. 301–334). Lawrence Erlbaum Associates.

Giacomo Rizzolatti, & Craighero, L. (2004). The Mirror-Neuron System. Annual Review of Neuroscience, 27, 169–192.

Gleason, J. B., & Ratner, N. B. (2017). The development of language (9th ed.). Pearson.

Glenberg, A. M., & Robertson, D. A. (2000). Symbol grounding and meaning: A comparison of high-dimensional vector space models and embodied theories of meaning. Journal of Memory and Language, 43(3), 379–401.

Gleitman, L. (1990). The structural sources of verb meanings. Language Acquisition, 1(1), 3–55. https://doi.org/10.1207/s15327817la0101_2

Gleitman, L. (1990). The structural sources of verb meanings. Language Acquisition, 1(1), 3–55. http://www.ai.mit.edu/projects/dm/bp/gleitman90-verbmeaning.pdf

Gleitman, L., & Papafragou, A. (2005). Language and thought. In K. Holyoak & B. Morrison (Eds.), Cambridge handbook of thinking and reasoning (pp. 633–661). Cambridge University Press.

Gregory Hickok. (2009). Eight Problems for the Mirror Neuron Theory of Action Understanding in Monkeys and Humans. Journal of Cognitive Neuroscience, 21(7), 1229–1243.

Harley, T. A. (2014). The psychology of language: From data to theory (4th ed.). Psychology Press.

Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Paul H. Brookes.

Hoff, E. (2014). Language development (5th ed.). Wadsworth Cengage Learning.

Hoff, E. (2014). Language Development (9th ed.). Cengage Learning.

Hoff, E., & Naigles, L. (2002). How children use input to acquire a lexicon. Child Development, 73(2), 418–433. https://doi.org/10.1111/1467-8624.00415

Just, M. A., & Carpenter, P. A. (1992). A capacity theory of comprehension: Individual differences in working memory. Psychological Review, 99(1), 122–149.

Kuhl, P. K. (2010). Brain mechanisms in early language acquisition. Neuron, 67(5), 713–727. https://doi.org/10.1016/j.neuron.2010.08.038

Kuhl, P. K., Tsao, F. M., & Liu, H. M. (2003). Foreign-language experience in infancy: Effects of short-term exposure and social interaction on phonetic learning. Proceedings of the National Academy of Sciences, 100(15), 9096–9101. https://pmc.ncbi.nlm.nih.gov/articles/PMC7995492/

Kutas, M., & Hillyard, S. A. (1980). Reading senseless sentences: Brain potentials reflect semantic incongruity. Science, 207(4427), 203–205. https://doi.org/10.1126/science.7350657

Landau, B., Smith, L. B., & Jones, S. S. (1988). The importance of shape in early lexical learning. Cognitive Development, 3(3), 299–321. https://doi.org/10.1016/0885-2014(88)90014-7

Lenneberg, E. H. (1967). Biological Foundations of Language. John Wiley & Sons.

Levelt, W. J. M. (1989). Speaking: From intention to articulation. Cambridge, MA: MIT Press. MIT Press – Speaking Book

Liberman, A. M., Cooper, F. S., Shankweiler, D. P., & Studdert-Kennedy, M. (1967). Perception of the speech code. Psychological Review, 74(6), 431–461. https://doi.org/10.1037/h0020279

Lilo Martin. (2000). An Introduction to Language and Linguistics. Oxford: Oxford University Press.

Lust, B. (2006). Child Language: Acquisition and Growth. Cambridge University Press.

MacDonald, M. C., Pearlmutter, N. J., & Seidenberg, M. S. (1994). The lexical nature of syntactic ambiguity resolution. Psychological Review, 101(4), 676–703.

Marc Jeannerod. (2006). Motor Cognition: What Actions Tell the Self. Oxford University Press.

Marco Iacoboni. (2009). Mirroring People: The Science of Empathy and How We Connect with Others. New York: Picador.

Marcus, G. F., Pinker, S., Ullman, M., Hollander, M., Rosen, T. J., & Xu, F. (1992). Overregularization in language acquisition. Monographs of the Society for Research in Child Development, i–165.

Markman, E. M. (1989). Categorization and naming in children: Problems of induction. MIT Press. https://pmc.ncbi.nlm.nih.gov/articles/PMC4493371/

Markman, E. M. (1990). Constraints children place on word meanings. Cognitive Science, 14(1), 57–77. https://doi.org/10.1207/s15516709cog1401_4

Markman, E. M., & Hutchinson, J. E. (1984). Children's sensitivity to constraints on word meaning: Taxonomic versus thematic relations. Cognitive Psychology, 16(1), 1–27.

Markman, E. M., & Wachtel, G. F. (1988). Children's use of mutual exclusivity to constrain the meanings of words. Cognitive Psychology, 20(2), 121–157. https://doi.org/10.1016/0010-0285(88)90017-5

Marslen-Wilson, W. (1987). Functional parallelism in spoken word recognition. Cognition, 25(1–2), 71–102. https://doi.org/10.1016/0010-0277(87)90005-9

Matthew H. Traxler. (2012). Introduction to Psycholinguistics: Understanding Language Science. Malden, MA: Wiley-Blackwell.

Matthew J. Traxler. (2012). Introduction to psycholinguistics: Understanding language science. Wiley-Blackwell. Wiley – Traxler Book

McClelland, J. L., & Elman, J. L. (1986). The TRACE model of speech perception. Cognitive Psychology, 18(1), 1–86. https://doi.org/10.1016/0010-0285(86)90015-0

Michael Arbib. (2012). How the Brain Got Language: The Mirror System Hypothesis. Oxford University Press.

Naigles, L. (1990). Children use syntax to learn verb meanings. Journal of Child Language, 17(2), 357–374. https://doi.org/10.1017/S0305000900013817

Nelson, K. (1973). Structure and strategy in learning to talk. Monographs of the Society for Research in Child Development, 38(1–2), 1–135.

Neuroscience articles and journals related to mirror neurons, speech perception, and language development.

Papafragou, A., Cassidy, K., & Gleitman, L. (2007). When we think about thinking: The acquisition of belief verbs. Cognition, 105(1), 125–165. https://doi.org/10.1016/j.cognition.2006.09.008

Pinker, S. (1984). Language learnability and language development. Harvard University Press.

Pinker, S. (1994). The language instinct: How the mind creates language. New York, NY: William Morrow and Company.

Pinker, S. (1994). The language instinct: How the mind creates language. William Morrow and Company.

Quine, W. V. O. (1960). Word and object. MIT Press.

Radford, A. (2009). Analyzing English Sentences: A Minimalist Approach. Cambridge University Press.

Rice, M. L. (1990). Preschoolers' QUIL: Quick incidental learning of words. In G. Conti-Ramsden & C. Snow (Eds.), Children's language (Vol. 7, pp. 171–194). Lawrence Erlbaum Associates.

Rizzolatti, G., & Craighero, L. (2004). The mirror-neuron system. Annual Review of Neuroscience, 27, 169–192. https://doi.org/10.1146/annurev.neuro.27.070203.144230

Saxton, M. (2017). Child Language: Acquisition and Development. SAGE Publications.

Snow, C. E. (1995). Issues in the study of input: Fine-tuning, universality, individual and developmental differences, and necessary causes. In P. Fletcher & B. MacWhinney (Eds.), The handbook of child language (pp. 180–193). Blackwell.

Tomasello, M. (1992). First verbs: A case study of early grammatical development. Cambridge University Press.

Tomasello, M. (2001). Perceiving intentions and learning words in the second year of life. In M. Bowerman & S. C. Levinson (Eds.), Language acquisition and conceptual development (pp. 132–158). Cambridge University Press.

Tomasello, M. (2003). Constructing a language: A usage-based theory of language acquisition. Harvard University Press.

Tomasello, M., & Farrar, M. J. (1986). Joint attention and early language. Child Development, 57(6), 1454–1463. https://doi.org/10.2307/1130423

Traxler, M. J. (2012). Introduction to psycholinguistics: Understanding language science. Wiley-Blackwell.

University of Parma. (1990). Research on Mirror Neurons and Motor Systems.

Warren, R. M. (1970). Perceptual restoration of missing speech sounds. Science, 167(3917), 392–393. https://doi.org/10.1126/science.167.3917.392

Werker, J. F., & Tees, R. C. (1984). Cross-language speech perception: Evidence for perceptual reorganization during the first year of life. Infant Behavior and Development, 7(1), 49–63.

William Crain. (2011). Theories of Development: Concepts and Applications (6th ed.). Boston: Pearson Education.