Summer reading group meetings

Section 1 (6/12): Word Learning

Gleitman, L. R., Cassidy, K., Nappa, R., Papafragou, A., & Trueswell, J. C. (2005). Hard WordsLanguage Learning and Development, 1(1), 23-64.

Gleitman, L.R. & Trueswell, J.C. (in press). Easy Words. Topics in Cognitive Science.  

Section 2 (6/25): Verb learning from scene and syntax

Nappa, R., Wessell, A., McEldoon, K.L., Gleitman, L.R., & Trueswell, J.C. (2009). Use of speaker’s gaze and syntax in verb learning. Language Learning and Development, 5(4), 203-234.

Section 3 (7/9): Children’s Sentence Processing Abilities and Inability to Revise

Trueswell, J. C., Sekerina, I., Hill, N. M., & Logrip, M. L. (1999). The kindergartenpath effect: studying on-line sentence processing in young childrenCognition, 73, 89-134.

Choi, Y. & Trueswell, J.C. (2010). Children’s (in)ability to recover from garden paths in a verb-final language: Evidence for developing control in sentence processingJournal of Experimental Child Psychology, 106(1), 41-61.

Section 4 (7/16): Relationship between Sentence Processing and Syntactic Bootstrapping

Pozzan, L., & Trueswell, J. C. (2015). Revise and Resubmit: Processing Effects on Grammar AcquisitionCognitive Psychology, 80, 73-108.

Section 5 (8/6):  The Role of Prosody in Child Sentence Processing

de Carvalho, A., Dautriche, I., & Christophe, A. (2016). Preschoolers use phrasal prosody online to constrain syntactic analysisDevelopmental Science, 19:2, pp. 235-250

de Carvalho, A., Lidz, J., Tieu, L., Bleam, T., & Christophe, A. (2016). English-speaking preschoolers can use phrasal prosody for syntactic parsingJournal of the Acoustical Society of America, 139(6), EL216-EL222 (.pdf)

Section 6 (8/13): Event Representation and Event Perception

Hafri, A., Papafragou, A., & Trueswell, J. C. (2013). Getting the Gist of Events: Recognition of Two-Participant Actions From Brief Displays.Journal of Experimental Psychology: General.

Hafri, A., Trueswell, J.C., & Strickland, B. (2018). Encoding of event roles from visual scenes is rapid, spontaneous, and interacts with higher-level visual processingCognition, 175, 336-52.

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