Citations (19)
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Read on this site (8)
Elena Pagliarini, Oana Lungu, Angeliek van Hout, Lilla Pintér, Balázs Surányi, Stephen Crain & Maria Teresa Guasti. (2022) How Adults and Children Interpret Disjunction under Negation in Dutch, French, Hungarian and Italian: A Cross-Linguistic Comparison. Language Learning and Development 18:1, pages 97-122.
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Ailís Cournane. (2021) Revisiting the epistemic gap: It’s not the thought that counts. Language Acquisition 28:3, pages 215-240.
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Hiroyuki Shimada & Takuya Goro. (2021) On the source of children’s conjunctive interpretation of disjunction: Scope, strengthening, or both?. Language Acquisition 28:2, pages 98-130.
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Lynda Kennedy, Jacopo Romoli, Lyn Tieu, Vincenzo Moscati & Raffaella Folli. (2019) Beyond the scope of acquisition: A novel perspective on the isomorphism effect from Broca’s aphasia. Language Acquisition 26:2, pages 144-152.
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Julien Musolino, Kelsey Laity d’Agostino & Steve Piantadosi. (2019) Why We Should Abandon the Semantic Subset Principle. Language Learning and Development 15:1, pages 32-46.
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Vasfiye Geçkin, Rosalind Thornton & Stephen Crain. (2018) Children’s interpretation of disjunction in negative sentences: A comparison of Turkish and German. Language Acquisition 25:2, pages 197-212.
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Lyn Tieu. (2015) Isomorphism for All (but Not Both): Floating as a Means to Investigate Scope. Language Acquisition 22:3, pages 310-325.
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Frances Hoyte, Jane Torr & Sheila Degotardi. (2015) Creating pretence and sharing friendship: modal expressions in children's play. International Journal of Early Years Education 23:1, pages 17-30.
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Articles from other publishers (11)
Anouk Dieuleveut, Annemarie van Dooren, Ailís Cournane & Valentine Hacquard. (2022) Finding the force: How children discern possibility and necessity modals. Natural Language Semantics 30:3, pages 269-310.
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Ailís Cournane. (2020) Learning modals: A grammatical perspective. Language and Linguistics Compass 14:10, pages 1-22.
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Lyazzat Dalbergenova, Аssem Duisenbina, Ainagul Ismagulova, Assel Akhmetova & Anel Turebekova. (2019) EVIDENTIALITY IN ARGUMENTATIVE DISCOURSE. IJASOS- International E-journal of Advances in Social Sciences, pages 852-860.
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Elena Pagliarini, Stephen Crain & Maria Teresa Guasti. (2018) The Compositionality of Logical Connectives in Child Italian. Journal of Psycholinguistic Research 47:6, pages 1243-1277.
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Loes Koring, Luisa Meroni & Vincenzo Moscati. (2018) Strong and Weak Readings in the Domain of Worlds: A Negative Polar Modal and Children’s Scope Assignment. Journal of Psycholinguistic Research 47:6, pages 1193-1217.
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Na Gao, Rosalind Thornton, Peng Zhou & Stephen Crain. (2018) Differences in Scope Assignments for Child and Adult Speakers of Mandarin. Journal of Psycholinguistic Research 47:6, pages 1219-1241.
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Stephen Crain, Loes Koring & Rosalind Thornton. (2017) Language acquisition from a biolinguistic perspective. Neuroscience & Biobehavioral Reviews 81, pages 120-149.
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Stephen Crain. (2017) Acquisition of Quantifiers. Annual Review of Linguistics 3:1, pages 219-243.
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Li Fan. (2017) No “Chinese-speaking phase” in Chinese Children's Early Grammar – A Study of the Scope between Negation and Universal Quantification in Mandarin Chinese. Lingua 185, pages 42-66.
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VASFİYE GEÇKİN, STEPHEN CRAIN & ROSALIND THORNTON. (2015) The interpretation of logical connectives in Turkish. Journal of Child Language 43:4, pages 784-810.
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Vincenzo Moscati, Jacopo Romoli, Tommaso Federico Demarie & Stephen Crain. (2016) Born in the USA: a comparison of modals and nominal quantifiers in child language. Natural Language Semantics 24:1, pages 79-115.
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