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de Carvalho, A., Gomes, V., & Trueswell, J. (2023). English-learning preschoolers can correctly parse and interpret negative sentences to guide their interpretations of novel noun and verb meaning. Journal of Language Acquisition, 30(3-4), 277-310.
Gomes, V., Doherty, R., Smits, D., Goldin-Meadow, S., Trueswell, F., & Feiman, R. (2023) It’s not just what we don’t know: The mapping problem in the acquisition of negation. Cognitive Psychology, 145, 101592.
Knowlton, T., Trueswell. J., & Papafragou, A. (2023). Keeping quantifier meaning in mind: Connecting semantics, cognition, and pragmatics. Cognitive Psychology, 144, 101584.
Hafri, A., Gleiman, L. R., Landau, B., & Trueswell, J. C. (2023). Where word and world meet: Language and vision share an abstract representation of symmetry. Journal of Experimental Psychology: General, 152(2), 509-527.
Yue, C. S, LaTourrette, A. S, Yang, C., & Trueswell, J. (2023). Memory as a computational constraint in cross-situational word learning. Proceedings of the Annual Meeting of the Cognitive Science Society, 45. Retrieved from https://escholarship.org/uc/item/26c2339w
Chen, Y., LaTourrette, A. S, & Trueswell, J. (2023). Evidence for Cross-situational Syntactic Bootstrapping: Three-year olds Generalize Verb Meaning across Different Syntactic Frames. Proceedings of the Annual Meeting of the Cognitive Science Society, 45. Retrieved from https://escholarship.org/uc/item/17h4456z
Chen, Y., Trueswell, J., & Papafragou, A. (2023). The Goal Bias Emerges Early in Motion Event Inspection and Speech Planning: Evidence from Eye-Movements. Proceedings of the Annual Meeting of the Cognitive Science Society, 45. Retrieved from https://escholarship.org/uc/item/4h94628p
LaTourrette, A. S, Yang, C., & Trueswell, J. (2023). Examining the role of sentence context in cross-situational word learning. Proceedings of the Annual Meeting of the Cognitive Science Society, 45. Retrieved from https://escholarship.org/uc/item/3c2929d2
Wang, F. H., & Trueswell, J. (2022). Being suspicious of suspicious coincidences: The case of learning subordinate word meanings. Cognition, 224, 105028.
Chen, Yiran, Anna Papafragou, and John Trueswell. 2022. “Encoding Transfer of Possession Events”. Proceedings of the Linguistic Society of America 7 (1): 5290.
Knowlton, Tyler., Trueswell, J., & Papafragou, A. (2022). New evidence for the unlearnability of non-conservative quantifiers. Proceedings of the 23rd Amsterdam Colloquium, 367-374
LaTourrette, A. S, Yang, C., & Trueswell, J. (2022). When close isn’t enough: Semantic similarity does not facilitate cross-situational word-learning. Proceedings of the Annual Meeting of the Cognitive Science Society, 44.
Chen, Y., Trueswell, J., & Papafragou, A. (2022). The Source-Goal Asymmetry in Motion Events: Sources Are Robustly Encoded in Memory but Overlooked at Test. Proceedings of the Annual Meeting of the Cognitive Science Society, 44.
Chen, Y., LaTourrette, A. S, & Trueswell, J. (2022). Learners Integrate Syntactic Frames and Semantic Hypotheses in Cross-situational Verb Learning. Proceedings of the Annual Meeting of the Cognitive Science Society, 44.
Knowlton, T., Trueswell, J., & Papafragou, A. (2022). A Mentalistic Semantics Explains “Each” and “Every” Quantifier Use. Proceedings of the Annual Meeting of the Cognitive Science Society, 44.
Do, M. L., Papafragou, A., & Trueswell, J. (2022). Encoding Motion Events During Language Production: Effects of Audience Design and Conceptual Salience. Cognitive Science, 46(1), e13077.
Unal, E., Richards, K., Trueswell, J., & Papafragou, A. (2021). Representing Agents, Patients, Goals and Instruments in causative events: A cross-linguistic investigation of early language and cognition. Developmental Science.
Papafragou, A., Trueswell, J. C., & Gleiman, L. R. (2021). The Oxford handbook of the mental lexicon. Oxford University Press
Bunger, A., Skordos, D., Trueswell, J., & Papafragou, A. (2021). How children attend to events before speaking: Cross-linguistic evidence from the motion domain. Glossa: A Journal of General linguistics, 6(1), 28.
Caplan, S., Hafri, A., & Trueswell, J.C. (2021). Now you hear me, later you don’t: The Immediacy of Linguistic Computation and the Representation of Speech. Psychological Science [https://doi.org/10.1177/0956797620968787].
Carvalho, A., Crimon, C., Barrault, A., Trueswell, J., & Christophe, A. (2021). “Look! It is not a bamoule! ”: 18‐ and 24‐month‐olds can use negative sentences to constrain their interpretation of novel word meanings. Developmental Science, 24(4).
Bunger, A., Skordos, D., Trueswell, J. C., & Papafragou, A. (2021). How children attend to events before speaking: crosslinguistic evidence from the motion domain. Glossa: A Journal of General Linguistics, 6(1). https://doi.org/10.5334/gjgl.1210
Hafri, A., Gleitman, L. Landau, B. & Trueswell, J.C. (2021). Where Word and World Meet: Intuitive Correspondence Between Visual and Linguistic Symmetry. Proceedings of the Annual Meeting of the Cognitive Science Society, Volume 43, ISSN: 1069-7977.
LaTourrette, A. S, Yang, C., & Trueswell, J. (2021). New exposure, no constraints: Semantic restrictions on novel nouns do not constrain adults’ subsequent referent selections. Proceedings of the Annual Meeting of the Cognitive Science Society, 43.
Babineau, M., de Carvalho, A., Trueswell, J.C., & Christophe, A. (2020). Familiar words can serve as a semantic seed for syntactic bootstrapping. Developmental Science.
Do, M., Papafragou, A., & Trueswell, J.C. (2020). Cognitive and pragmatic factors in language production: Evidence from source-goal motion events. To appear in Cognition.
Wang, F.H., Zevin, J.D., Trueswell, J.C. et al. Top-down grouping affects adjacent dependency learning. Psychon Bull Rev 27, 1052–1058 (2020).
Skordos, D., Bunger, A., Richards, C., Selimis, S., Trueswell, J., & Papafragou, A. (2020). Motion verbs and memory for motion events. To appear in Cognitive Neuropsychology.
Gomes, V., Huh, Y., & Trueswell, J.C. (2020). Not what you expect: The relationship between violation of expectation and negation. Proceedings of the 42nd Annual Conference of the Cognitive Science Society. Cognitive Science Society.
Gleitman, L.R. & Trueswell, J.C. (2020). Easy Words: Reference Resolution in a Malevolent Referent World. Topics in Cognitive Science, 12(1), 22-47.
Wang, F. H., & Trueswell, J. C. (2019). Spotting Dalmatians: Children’s ability to discover subordinate-level word meanings cross-situationally. Cognitive Psychology, 114, 101226.
Do, M., Papafragou, A., & Trueswell, J. (2019). The Goal Bias in Language and Memory: Explaining the Asymmetry. Proceedings of the 41st Annual Conference of the Cognitive Science Society. (pp. 268-274)
de Carvalho, A., Babineau, M., Trueswell, J. C., Waxman, S. R., & Christophe, A. (2019). Studying the real-time interpretation of novel noun and verb meanings in young children. Frontiers in Psychology, 10, 274.
Gleitman, L. R., Liberman, M. Y., McLemore, C. A., & Partee, B. H. (2019). The Impossibility of Language Acquisition (and How They Do It). Annual Review of Linguistics, 5, 1-24.
Wehry, J., Hafri, A., & Trueswell, J.C. (2019). The End’s in Plain Sight: Implicit Association of Visual and Conceptual Boundedness. In A.K. Goel, C.M. Seifert, & C. Freksa (Eds.), Proceedings of the 41st Annual Conference of the Cognitive Science Society. (pp. 1185-1191). Montreal, QB: Cognitive Science Society.
Hafri, A., Trueswell, J. C., & Strickland, B. (2018). Encoding of event roles from visual scenes is rapid, spontaneous, and interacts with higher-level visual processing. Cognition, 175, 36-52.
Hafri, A., Trueswell, J.C., & Epstein, R. (2017). Neural representations of observed actions generalize across static and dynamic visual input. The Journal of Neuroscience, 37(11), 3056-3071.
Sanz-Torrent M, Andreu L, Rodriguez Ferreiro J, Coll-Florit M, Trueswell JC (2017) Auditory word recognition of verbs: Effects of verb argument structure on referent identification. PLoS ONE 12(12): e0188728.
Boylan, C., Trueswell, J. C., & Thompson-Schill, S. L. (2017). Relational vs. attributive interpretation of nominal compounds differentially engages angular gyrus and anterior temporal lobe. Brain and Language, 169, 8–21. https://doi.org/10.1016/j.bandl.2017.01.008
Stevens, J. S., Gleitman, L. R., Trueswell, J. C., & Yang, C. (2017). The Pursuit of Word Meanings. Cognitive Science, 41, 638–676. https://doi.org/10.1111/cogs.12416
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.
Teubner-Rhodes, S. E., Mishler, A., Corbett, R., Andreu, L., Sanz-Torrent, M., Trueswell, J. C., & Novick, J. M. (2016). The effects of bilingualism on conflict monitoring, cognitive control, and garden-path recovery. Cognition, 150, 213–231. https://doi.org/10.1016/j.cognition.2016.02.011
Pozzan, L., & Trueswell J. C. (2016). Second language processing and revision of garden-path sentences: a visual word study. Bilingualism: Language and 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.
POZZAN, L., & TRUESWELL, J. (2016). Second language processing and revision of garden-path sentences: A visual word study. Bilingualism: Language and Cognition, 19(3), 636-643.
Woodard, K, Pozzan, L., & Trueswell, J.C. (2016). Taking your own path: Individual differences in Executive Function and Language Processing Skills in Child Learners. Journal of Experimental Child Psychology, 141, 187-209.
Bunger, A., Skordos, D., Trueswell, J. C., & Papafragou, A. (2016). How children and adults encode causative events cross-linguistically: implications for language production and attention. Language, Cognition and Neuroscience, 31(8), 1015-1037.
Teubner-Rhodes SE, Mishler A, Corbett R, Andreu L, Sanz-Torrent M, Trueswell JC, & Novick JM (2016). The effects of bilingualism on conflict monitoring, cognitive control, and garden-path recovery. Cognition, 150, 213-231.
Nozari, N., Trueswell, J.C., & Thompson-Schill, S.L. (2016). The interplay of local attraction, context and domain-general cognitive control in activation and suppression of semantic distractors during sentence comprehension. Psychonomic Bulletin & Review.
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 Acquisition. Cognitive 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.
Boylan, C., Trueswell, J.C., Thompson-Schill, S.L. (2015). Compositionality and the angular gyrus: A multi-voxel similarity analysis of the semantic composition of nouns and verbs. Neuropsychologia, 78, 130-141.
Boylan, C., Trueswell, J.C., Thompson-Schill, S.L. (2014). Multi-voxel pattern analysis of noun and verb differences in ventral temporal cortex, Brain and Language, 137, 40-49.
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 speech. Beyond 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.