Stevens, J.S., Trueswell, J.C., Yang, C. & Gleitman, L.R. (2016). The pursuit of word meanings. Cognition.

Trueswell, J. C., Lin, Y., Armstrong, B., Cartmill, E. A., Goldin-Meadow, S., & Gleitman, L. R. (2016). Perceiving referential intent: Dynamics of reference in natural parent–child interactions. Cognition, 148, 117-135.

Woodard, T., Gleitman, L., & Trueswell, J.C. (2016). Two- and three-year-olds track a single meaning during word learning: Evidence for Propose-but-verify. Language Learning & Development

Gleitman, L., & Papafragou, A. (2016). New perspectives on language and thought. In K. Holyoak and R. Morrison (eds.), Cambridge Handbook of Thinking and Reasoning (2nd ed.).New York: Oxford University Press.

Pozzan, L., & Trueswell J. C. (2016). Second language processing and revision of garden-path sentences: a visual word study. Bilingualism: Language and Cognition

Woodard, K, Pozzan, L., & Trueswell, J.C. (2016). Taking your own path: Individual differences in Executive Function and Language Processing Skills in Child LearnersJournal of Experimental Child Psychology, 141, 187-209.

Pozzan, L. & Trueswell, J.C. (2015). Syntactic processing and acquisition: Commentary on Phillips and Ehrenhofer (2015), “The Role of Language Processing in Language Acquisition”, Linguistic Approaches to Bilingualism, 5, 516-521.

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

Pozzan, L., Gleitman, L. R. & Trueswell, J. C. (2015).  Semantic Ambiguity and Syntactic Bootstrapping: The case of Conjoined-Subject Intransitive Sentences. Language Learning and Development.

Koehne, J., Trueswell, J. C., & Gleitman, L. R. (2013). Multiple Proposal Memory in Observational Word Learning. In M. Knauff, M. Pauen, N. Sebanz, & I. Wachsmuth (Eds.), Proceedings of the 35th annual meeting of the Cognitive Science Socity (pp. 805-810). Austin, TX: Cognitive Science Society.

Cartmill, E. A., Armstrong, B. F., Gleitman, L. R., Goldin-Meadow, S., Medina, T. N., & Trueswell, J. C. (2013). Quality of early parent input predicts child vocabulary 3 years later. PNAS; published ahead of print June 24, 2013, doi: 10.1073/pnas.1309518110

Bunger, A., Papafragou, A., & Trueswell, J. C. (2013). Event structure influences language production: Evidence from structural priming in motion event description. Journal of Memory and Language. Journal of memory and language, 69(3), 299-323.

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. Advance online publication. doi: 10.1037/a0030045

Gleitman, L., & Papafragou, A. (2013). Relations between language and thought. In D. Reisberg (Ed.), Handbook of Cognitive Psychology (504-523). New York: Oxford University Press.

Andreu, L., Sanz-Torrent, M., & Trueswell, J.C. (2013). Anticipatory sentence processing in children with specific language impairment: Evidence from eye movements during listening. Applied Psycholinguistics, 34(01), 5-44.

Trueswell, J. C., Medina, T. N., Hafri, A., & Gleitman, L. R. (2013). Propose but verify: Fast mapping meets cross-situational word learning. Cognitive Psychology, 66(1), 126-156.

Gleitman, L. & Landau, B. (2012). Every child an isolate:  nature’s experiments in language learning. In M. Piattelli-Palmarini and R.C. Berwick (eds.), Rich Languages from Poor Inputs. Oxford: Oxford University Press.

Trueswell, J.C., Kaufman, D., Hafri, A., & Lidz, J. (2012). Development of parsing abilities interacts with grammar learning: Evidence from Tagalog and Kannada. In A.K. Biller et al. (Eds.) Proceedings of the 36th Annual Boston University Conference on Language Development (pp. 620-632). Somerville, MA: Cascadilla Press.

Gleitman, L.R., Connolly, A.C., & Armstrong, S.L. (2012). Can prototype representations support composition and decomposition? In M. Werning and W. Hinzen and E. Machery (Eds.), Oxford handbook of compositionality. Oxford: Oxford University Press.

Sekerina, I.A. & Trueswell, J.C. (2012). Interactive processing of contrastive expressions by Russian children. First Language, 32(1-2), 63-87.

Thothathiri, M., Kim, A., Trueswell, J.C., Thompson-Schill, S.L. (2012). Parametric effects of syntactic-semantic conflict in Broca’s area during sentence processing. Brain and Language, 120(3), 259-264.

Medina, T.N., Snedeker, J., Trueswell, J.C., & Gleitman, L.R. (2011). How words can and cannot be learned by observation. Proceedings of the National Academy of Sciences, 108, 9014-9019.

Trueswell, J. C., & Papafragou, A. (2010). Perceiving and remembering events cross-linguistically: Evidence from dual-task paradigms. Journal of Memory and Language, 63, 64-82.

Trueswell, J.C., Papafragou, A. & Choi, Y. (2011). Syntactic and referential processes: What develops? In E. Gibson and N. Pearlmutter (eds.), The Processing and Acquisition of Reference. Cambridge, MA: MIT Press.

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 processing. Journal of Experimental Child Psychology, 106(1), 41-61.

Novick, J.M., Kan, I.P., Trueswell, J.C. & Thompson-Schill, S. (2010). A case for conflict across multiple domains: Memory and language impairments following damage to ventrolateral prefrontal cortex. Cognitive Neuropsychology, 26(6), 527-567.

January, D., Trueswell, J.C. & Thompson-Schill, S.L. (2009). Co-localization of Stroop and Syntactic Ambiguity Resolution in Broca’s Area: Implications for the Neural Basis of Sentence Processing. Journal of Cognitive Neuroscience, 21(12), 2434-2444.

Gleitman, L.R. (2009). The learned component of language learning. Piattelli-Palmarini, M., P.Salaburu and J.Uriagereka (eds.), Of minds and language: Encounters with Noam Chomsky. Oxford: Oxford University Press, 239-256.

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.

Kaiser, E. & Trueswell, J. C. (2008). Interpreting pronouns and demonstratives in Finnish: Evidence for a form-specific approach to reference. Language and Cognitive Processes, 23(5), 709-748.

Novick, J. M., Thompson-Schill, S. & Trueswell, J.C. (2008). Putting lexical constraints in context into the visual-world paradigm. Cognition, 107(3), 850-903.

Papafragou, A., Hulbert, J. & Trueswell, J.C. (2008). Does language guide event perception? Evidence from eye movements. Cognition, 108(1), 155-184.

Trueswell, J. C. (2008). Using eye movements as a developmental measure within psycholinguistics. In I.A. Sekerina, E. M. Fernández, and H. Clahsen (Eds.), Language Processing in Children (pp. 73-96). John Benjamins.

Arnold, J. E., Brown-Schmidt, S. & Trueswell, J. C. (2007). Children’s use of gender and order-of-mention during pronoun comprehension. Language and Cognitive Processes, 22(4), 527-565.

Gleitman, L., January, D., Nappa, R. & Trueswell, J. C. (2007). On the give and take between event apprehension and utterance formulation. Journal of Memory and Language, 57(4), 544-569.

Papafragou, A., Cassidy, K. & Gleitman, L.R. (2007). When we think about thinking: The acquisition of belief verbs. Cognition, 105(1), 125-165.

Trueswell, J. C & Gleitman, L. R. (2007). Learning to parse and its implications for language acquisition. In G. Gaskell (Ed.), Oxford Handbook of Psycholinguistics.

Hurewitz, F., Papafragou, A., Gleitman, L. & Gelman, R. (2006). Asymmetries in the Acquisition of Numbers and Quantifiers. Language Learning and Development, 2(2), 77-96.

Papafragou, A., Massey, C. & Gleitman, L. R. (2006). When English proposes what Greek presupposes: The cross-linguistic encoding of motion events. Cognition, 98(3), B75-B87.

Tanenhaus, M. K. & Trueswell, J. C. (2006). Eye movements and spoken language comprehension. In M. J. Traxler and M. A. Gernsbacher (Eds.), Handbook of Psycholinguistics, 2nd Edition. Elsevier Press.

Novick, J. M., Trueswell, J. C., & Thompson-Schill, S. L. (2005). Cognitive control and parsing: Re-examining the role of Broca’s area in sentence comprehension. Journal of Cognitive, Affective, and Behavioral Neuroscience, 5(3), 263-281.

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

Kaiser, E. & Trueswell, J. C. (2004). The role of discourse context in the processing of a flexible word-order language. Cognition, 94(2), 113-147.

Lidz, J. & Gleitman, L. (2004). Argument structure and the child’s contribution to language learning. Trends in Cognitive Sciences, 8(4), 157-161.

Nappa, R., January, D., Gleitman, L. R., & Trueswell, J. C. (2004). Paying attention to attention: Perceptual priming effects on word order. Proceedings of the 26th Annual Conference of the Cognitive Science Society.

Snedeker, J. & Trueswell, J. C. (2004). The developing constraints on parsing decisions: The role of lexical-biases and referential scenes in child and adult sentence processing. Cognitive Psychology, 49(3), 238-299.

Trueswell, J. & Gleitman, L. R. (2004). Children’s eye movements during listening: evidence for a constraint-based theory of parsing and word learning. In J. M. Henderson & F. Ferreira (Eds.), Interface of Language, Vision, and Action: Eye Movements and the Visual World. NY: Psychology Press.

Lidz, J., Gleitman, H., & Gleitman, L. (2003). Understanding how input matters: Verb learning and the footprint of universal grammar. Cognition, 87(3), 151-178.

Novick, J. M., Kim, A., & Trueswell, J. C. (2003). Studying the grammatical aspects of word recognition: Lexical priming, parsing and syntactic ambiguity resolution. Journal of Psycholinguistic Research, 32(1), 57-75.

Snedeker, J. & Trueswell, J. C. (2003). Using Prosody to Avoid Ambiguity: Effects of Speaker Awareness and Referential Context. Journal of Memory and Language, 48, 103-130.

Fisher, C., & Gleitman, L. R. (2002). Language acquisition. In H. F. Pashler (Series Ed.) and C. R. Gallistel (Volume Ed.), Stevens’ Handbook of Experimental Psychology, Vol 1: Learning and motivation (pp. 445-496). New York: Wiley.

Kim, A., Srinivas, B., & Trueswell, J. C. (2002). The convergence of lexicalist perspectives in psycholinguistics and computational linguistics. In P. Merlo and S. Stevenson (Eds.), Sentence Processing and the Lexicon: Formal, Computational and Experimental Perspectives (pp. 109-135). Philadelphia, PA: John Benjamins Publishing.

Li, P. & Gleitman, L. (2002). Turning the tables: Language and spatial reasoning. Cognition, 83(3), 265-294.

Mintz, T. H. & Gleitman, L.R. (2002). The incremental and restricted nature of early adjectives acquisition. Cognition, 84(3), 267-293.

Papafragou, A., Massey, C., Gleitman, L., (2002). Shake, rattle, ‘n’ roll: The representation of motion in language and cognition. Cognition, 84(2), 189-219.

Arnold, J. E., Novick, J. M., Brown-Schmidt, S., Eisenband, J. G., & Trueswell, J. (2001). Knowing the difference between girls and boys: The use of gender during online pronoun comprehension in young children. Proceedings of the BU Child Language Conference. Boston, MA, pp 59-69.

Hurewitz, F., Brown-Schmidt, S., Thorpe, K., Gleitman, L. R., & Trueswell, J. C. (2001). One frog, two frog, red frog, blue frog: Factors affecting children’s syntactic choices in production and comprehension. Journal of Psycholinguistic Research, 29(6), 597-626.

Saffran, J. R., Senghas, A., & Trueswell, J. C. (2001). The acquisition of language by children. Proceedings of the National Academy of Sciences, 98(23), 12874-12875.

Snedeker, J., Thorpe, K., & Trueswell, J. (2001). On choosing the parse with the scene: The role of visual context and verb bias in ambiguity resolution. Proceedings of the 23rd Annual Conference of the Cognitive Science Society (pp. 964-969).

Arnold, J. E., Eisenband, J., Brown-Schmidt, S., & Trueswell, J. C. (2000). The rapid use of gender information: Evidence of the time course of pronoun resolution from eyetracking. Cognition, 76, B13-B26.

Kako, E. & Trueswell, J. C. (2000). Verb meanings, object affordances, and the incremental restriction of reference. Proceedings of the 22nd Annual Conference of the Cognitive Science Society (pp. 256-261). Hillsdale, NJ: Lawrence Erlbaum Associates.

Snedeker, J., Gleitman, L. R., Felberbaum, M., Placa, N., & Trueswell, J.C. (2000). Prosodic Choice: Effects of Speaker Awareness and Referential Context. Proceedings of the 22nd Annual Conference of the Cognitive Science Society (pp. 481-486). Hillsdale, NJ: Lawrence Erlbaum Associates.

Trueswell, J. C. (2000). The organization and use of the lexicon for language comprehension. In B. Landau, J. Sabini et al. (Eds.), Perception, Cognition, and Language: Essays in Honor of Henry and Lila Gleitman (pp. 327-345). Cambridge, MA: MIT Press.

Gillette, J., Gleitman, L. R., Gleitman, H., & Lederer, A. (1999). Human simulations of vocabulary learning. Cognition, 73, 135-176.

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

Trueswell, J. C., Sekerina, I., Hill, N. M., & Logrip, M. L. (1999). The development of on-line language comprehension abilities in children. Language, Minds, & Brains: Studies in Languages, 34, 209-215.

Trueswell, J. C. & Kim, A. E. (1998). How to prune a garden-path by nipping it in the bud: Fast-priming of verb argument structures. Journal of Memory and Language, 39, 102-123.

Gleitman, L., Gleitman, H., Miller, C., & Ostrin, R. (1996). ‘Similar’, and similar concepts. Cognition, 58(3), 321-376.

Trueswell, J. C. (1996). The role of lexical frequency in syntactic ambiguity resolution. Journal of Memory and Language, 35, 566-585.

Lederer, A., Gleitman, H., & Gleitman, L. (1995). Verbs of a feather flock together: Semantic information in the structure of maternal speechBeyond names for things, 277-297.

Tanenhaus, M. K. & Trueswell, J. C. (1995). Sentence Comprehension. In J. L. Miller and P. D. Eimas (Eds.), Handbook in Perception and Cognition, Volume 11: Speech Language and Communication (pp. 217-262). Academic Press.

Trueswell, J. C., Tanenhaus, M. K., & Garnsey, S. (1994). Semantic influences on parsing: Use of thematic role information in syntactic ambiguity resolution. Journal of Memory and Language, 33, 285-318.

Trueswell, J. C. & Tanenhaus, M. K. (1994). Toward a lexicalist framework for constraint-based syntactic ambiguity resolution. In C. Clifton, L. Frazier and K. Rayner (Eds.), Perspectives in Sentence Processing (pp. 155-179). Hillsdale, NJ: Lawrence Erlbaum Associates.

Trueswell, J. C. & Hayhoe, M. M. (1993). Surface segmentation mechanisms and motion perception. Vision Research, 33(3), 313-328.

Trueswell, J. C., Tanenhaus, M. K., & Kello, C. (1993). Verb-specific constraints in sentence processing: Separating effects of lexical preference from garden-paths. Journal of Experimental Psychology: Learning, Memory and Cognition, 19(3), 528-553.

Spivey-Knowlton, M. J., Trueswell, J. C., & Tanenhaus, M. K. (1993). Context effects in syntactic ambiguity resolution: Parsing reduced relative clauses.Canadian Journal of Psychology: Special Issue: Reading and Language Processing, 47(2), 276-309.

Trueswell, J. C. & Tanenhaus, M. K. (1992). Consulting temporal context during sentence comprehension: Evidence from the monitoring of eye movements in reading. Proceedings of the Fourteenth Annual Conference of the Cognitive Science Society (pp. 492-497). Hillsdale, NJ: Lawrence Erlbaum Associates.

Trueswell, J. C. & Tanenhaus, M. K. (1991). Tense, temporal context and syntactic ambiguity resolution. Language and Cognitive Processes, 6(4), 303 – 338.

Tanenhaus, M. K., Carlson, G., & Trueswell, J. C. (1989). The role of thematic structures in interpretation and parsing. Language and Cognitive Processes. 4(3-4), 211-234.