References
- Bates, D., & Maechler, M. (2010). Matrix: Sparse and dense matrix classes and methods. R package version 0.999375-43. Retrieved from http://cran.r-project.org/packages=Matrix
- Bencini, G. M., & Valian, V. V. (2008). Abstract sentence representations in 3-year-olds: Evidence from language production and comprehension. Journal of Memory and Language, 59, 97–113. doi:10.1016/j.jml.2007.12.007
- Bock, J. K. (1986). Syntactic persistence in language production. Cognitive Psychology, 18, 355–387. doi:10.1016/0010-0285(86)90004-6
- Bock, K., & Griffin, Z. (2000). The persistence of structural priming: Transient activation or implicit learning? Journal of Experimental Psychology - General, 129, 177–192. doi:10.1037/0096-3445.129.2.177
- Branigan, H. P., McLean, J. F., & Jones, M. W. (2005). A blue cat or a cat that is blue? Evidence for abstract syntax in young children’s noun phrases. In A. Brugos, M. R. Clark-Cotton, and S. Ha (Eds.), The proceedings of the 29th annual Boston University conference on language development (pp. 109–121). Somerville, MA: Cascadilla Press.
- Branigan, H. P., Pickering, M. J., McLean, J. F., & Cleland, A. A. (2007). Syntactic alignment and participant role in dialogue. Cognition, 104, 163–197. doi:10.1016/j.cognition.2006.05.006
- Chang, F., Dell, G. S., Bock, K., & Griffin, Z. M. (2000). Structural priming as implicit learning: A comparison of models of sentence production. Journal of Psycholinguistic Research, 29, 217–230. doi:10.1023/A:1005101313330
- Cleland, A. A., & Pickering, M. J. (2006). Do writing and speaking employ the same syntactic representations? Journal of Memory and Language, 54, 185–198. doi:10.1016/j.jml.2005.10.003
- Crosson, A. C., Lesaux, N. K., & Martiniello, M. (2008). Factors that influence comprehension of connectives among language minority children from Spanish-speaking backgrounds. Applied Psycholinguistics, 29, 603–625. doi:10.1017/S0142716408080260
- Department for Education (2011a) Statistical First Release. Retrieved from http://www.education.gov.uk/rsgateway/DB/SFR/s001012/sfr12-2011.pdf
- Department for Education (2011b) The School Curriculum. Retrieved from http://www.education.gov.uk/schools/teachingandlearning/curriculum/primary/b00198874/english
- Diessel, H. (2004). The acquisition of complex sentences. Cambridge, UK: Cambridge University Press.
- Dunn, L., Dunn, D., Styles, B., & Sewell, J. (2009). British picture vocabulary scale (3rd ed.). London, UK: GL Assessment.
- Ferreira, V. S., & Bock, K. (2006). The functions of structural priming. Language and Cognitive Processes, 21, 1011–1029. doi:10.1080/01690960600824609
- Fine, A. B., Jaeger, T. F., Farmer, T. A., & Qian, T. (2013). Rapid expectation adaptation during syntactic comprehension. PLoS One, 8 (10), e77661. doi:10.1371/journal.pone.0077661
- Foltz, A., Thiele, K., Kahsnitz, D., & Stenneken, P. (2015). Children’s syntactic-priming magnitude: Lexical factors and participant characteristics. Journal of Child Language, 42, 932–945. doi:10.1017/S0305000914000488
- Gamez, P., & Levine, S. (2012). Oral language skills of Spanish-speaking English language learners: The impact of high-quality native language exposure. Applied Psycholinguistics, 34, 673–696. doi:10.1017/S0142716411000919
- Garraffa, M., Coco, M. I., & Branigan, H. P. (2015). Effects of immediate and cumulative syntactic experience in language impairment: Evidence from priming of subject relatives in children with SLI. Language Learning and Development, 11, 18–40. doi:10.1080/15475441.2013.876277
- Geva, E., & Olsen, D. (1983). Children’s story re-telling. First Language, 4, 85–109. doi:10.1177/014272378300401102
- Gries, S. T. (2005). Syntactic priming: A corpus-based approach. Journal of Psycholinguistic Research, 34, 365–399. doi:10.1007/s10936-005-6139-3
- Hesketh, A. (2004). Grammatical performance of children with language disorder on structured elicitation and narrative tasks. Clinical Linguistics & Phonetics, 18, 161–182. doi:10.1080/02699200310001659061
- Hoff, E. (2003). The specificity of environmental influence: Socioeconomic status affects early vocabulary development via maternal speech. Child Development, 74, 1368–1378. doi:10.1111/cdev.2003.74.issue-5
- Huttenlocher, J., Levine, S., & Vevea, J. (1998). Environmental input and cognitive growth: A study using time-period comparisons. Child Development, 69, 1012–1029. doi:10.1111/j.1467-8624.1998.tb06158.x
- Huttenlocher, J., Vasilyeva, M., Cymerman, E., & Levine, S. (2002). Language input and child syntax. Cognitive Psychology, 45, 337–374. doi:10.1016/S0010-0285(02)00500-5
- Huttenlocher, J., Waterfall, H., Vasilyeva, M., Vevea, J., & Hedges, L. V. (2010). Sources of variability in children’s language growth. Cognitive Psychology, 61, 343–365. doi:10.1016/j.cogpsych.2010.08.002
- Jaeger, T. F., & Snider, N. E. (2013). Alignment as a consequence of expectation adaptation: Syntactic priming is affected by the prime’s prediction error given both prior and recent experience. Cognition, 127, 57–83. doi:10.1016/j.cognition.2012.10.013
- Kaschak, M. P. (2007). Long-term structural priming affects subsequent patterns of language production. Memory & Cognition, 35, 925–937. doi:10.3758/BF03193466
- Kaschak, M. P., Kutta, T. J., & Schatschneider, C. (2011). Long-term cumulative structural priming persists for (at least) one week. Memory & Cognition, 39, 381–388. doi:10.3758/s13421-010-0042-3
- Kidd, E. (2012). Individual differences in syntactic priming in language acquisition. Applied Psycholinguistics, 33, 393–418. doi:10.1017/S0142716411000415
- Klein, H. B., Moses, N., & Jean-Baptiste, R. (2010). Influence of context on the production of complex sentences by typically developing children. Language, Speech, and Hearing Services in Schools, 41, 289–302. doi:10.1044/0161-1461(2009/08-0080)
- Kutta, T. J., & Kaschak, M. P. (2012). Changes in task-extrinsic context do not affect the persistence of long-term cumulative structural priming. Acta Psychologica, 141, 408–414. doi:10.1016/j.actpsy.2012.09.007
- Lever, R., & Sénéchal, M. (2011). Discussing stories: On how a dialogic reading intervention improves kindergartners’ oral narrative construction. Journal of Experimental Child Psychology, 108, 1–24. doi:10.1016/j.jecp.2010.07.002
- MacWhinney, B. (2000). The CHILDES Project: Tools for analyzing talk. 3rd edition. Vol. 2: The database. Mahwah, NJ: Lawrence Erlbaum Associates.
- Marinellie, S. A. (2006). Assessing and facilitating complex sentence formulation in picture description tasks. International Journal of Speech-Language Pathology, 8, 69–78. doi:10.1080/14417040600632537
- McCabe, A., & Peterson, C. (1985). A naturalistic study of the production of causal connectives by children. Journal of Child Language, 12, 145–159. doi:10.1017/S0305000900006280
- Messenger, K., Branigan, H. P., & McLean, J. F. (2011). Evidence for (shared) abstract structure underlying children’s short and full passives. Cognition, 121, 268–274. doi:10.1016/j.cognition.2011.07.003
- Peter, M., Chang, F., Pine, J. M., Blything, R., & Rowland, C. F. (2015). When and how do children develop knowledge of verb argument structure? Evidence from verb bias effects in a structural priming task. Journal of Memory and Language, 81, 1–15. doi:10.1016/j.jml.2014.12.002
- Peterson, C., & McCabe, A. (1987). The connective ‘and’: Do older children use it less as they learn other connectives? Journal of Child Language, 14, 375–381. doi:10.1017/S0305000900012988
- Pickering, M. J., & Branigan, H. P. (1999). Syntactic priming in language production. Trends in Cognitive Sciences, 3, 136–141. doi:10.1016/S1364-6613(99)01293-0
- Pickering, M. J., & Ferreira, V. S. (2008). Structural priming: A critical review. Psychological Bulletin, 134, 427–459. doi:10.1037/0033-2909.134.3.427
- Reitter, D., & Moore, J. D. (2014). Alignment and task success in spoken dialogue. Journal of Memory and Language, 76, 29–46. doi:10.1016/j.jml.2014.05.008
- Rowland, C. F., Chang, F., Ambridge, B., Pine, J. M., & Lieven, E. V. (2012). The development of abstract syntax: Evidence from structural priming and the lexical boost. Cognition, 125, 49–63. doi:10.1016/j.cognition.2012.06.008
- Ryokai, K., Vaucelle, C., & Cassell, J. (2003). Virtual peers as partners in storytelling and literacy learning. Journal of Computer Assisted Learning, 19, 195–208. doi:10.1046/j.0266-4909.2003.00020.x
- Savage, C., Lieven, E., Theakston, A., & Tomasello, M. (2003). Testing the abstractness of children’s linguistic representations: Lexical and structural priming of syntactic constructions in young children. Developmental Science, 6, 557–567. doi:10.1111/desc.2003.6.issue-5
- Savage, C., Lieven, E., Theakston, A., & Tomasello, M. (2006). Structural priming as implicit learning in language acquisition: The persistence of lexical and structural priming in 4-year-olds. Language Learning and Development, 2, 27–49. doi:10.1207/s15473341lld0201_2
- Semel, E., Wiig, E., & Secord, W. (2006). Clinical evaluation of language fundamentals® - 4th edition (CELF® - 4 UK). Oxford, UK: Pearson Assessment.
- Serratrice, L., Hesketh, A., & Ashworth, R. (2015). The use of reported speech in children’s narratives: A priming study. First Language, 35, 68–87. doi:10.1177/0142723715569552
- Shimpi, P. M., Gámez, P. B., Huttenlocher, J., & Vasilyeva, M. (2007). Syntactic priming in 3- and 4-year-old children: Evidence for abstract representations of transitive and dative forms. Developmental Psychology, 43, 1334–1346. doi:10.1037/0012-1649.43.6.1334
- Spooren, W., & Sanders, T. (2008). The acquisition order of coherence relations: On cognitive complexity in discourse. Journal of Pragmatics, 40, 2003–2026. doi:10.1016/j.pragma.2008.04.021
- Tager-Flusberg, H. (1989). Putting words together: Morphology and syntax in the preschool years. In J. B. Gleason (Ed.), The development of language (2nd ed., pp. 135–165). Columbus, Ohio: Merrill Publishing Company.
- Thothathiri, M., & Snedeker, J. (2008). Syntactic priming during language comprehension in three- and four-year-old children. Journal of Memory and Language, 58, 188–213. doi:10.1016/j.jml.2007.06.012
- Vasilyeva, M., Huttenlocher, J., & Waterfall, H. (2006). Effects of language intervention on syntactic skill levels in preschoolers. Developmental Psychology, 42, 164–174. doi:10.1037/0012-1649.42.1.164
- Vasilyeva, M., & Waterfall, H. (2012). Beyond syntactic priming: Evidence for activation of alternative syntactic structures. Journal of Child Language, 39, 258–283. doi:10.1017/S0305000911000055
- Vasilyeva, M., Waterfall, H., & Huttenlocher, J. (2008). Emergence of syntax: Commonalities and differences across children. Developmental Science, 11 (1), 84–97. doi:10.1111/desc.2008.11.issue-1
- Vygotsky, L. S. (1978). Mind in Society. Cambridge, MA: Harvard University Press.