BUCLD 35 Online Proceedings Supplement

Edited by Nick Danis, Kate Mesh, and Hyunsuk Sung
April 2011

 

The early recognition of verb affixes: evidence from Portuguese
Tatiana Bagetti, Letícia Maria Sicuro Corrêa Pontifical Catholic University of Rio de Janeiro
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ERP Correlates of Anomalous Morphosyntactic Processing in Adults and Children with Developmental Dyslexia
Chiara Cantiani, Maria Luisa Lorusso, Paolo Perego, Maria Teresa Guasti,
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The Role of Prosodic Information in L2 Speech Segmentation
Caitlin E. Coughlin and Annie Tremblay
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Early language experience facilitates gender processing in Spanish heritage speakers
Justin Davidson, Israel de la Fuente, Silvina Montrul, Rebecca Foote
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Prosodic Transfer at Different Levels of Structure: The L2 Acquisition of Spanish Plurals
Heather Goad, Lydia White and Joyce Bruhn de Garavito
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Anaphora Resolution in Basque: Null vs. Overt Subject Hura
Maialen Iraola Azpiroz and Maria José Ezeizabarrena Segurola
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Young Chinese-speaking Children’s Understanding of the Correspondence Between Verb Meaning and Argument Structure
Lu Jiang and Etsuko Haryu
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Move Over, Control Freaks: Syntactic Raising as a Cognitive Default
Susannah Kirby
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The dax is daxing the cheese: When do children acquire class extension rules for denominal verbs?
Marie Lippeveld and Yuriko Oshima-Takane
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Fluency Markers for Children’s Sentence Planning: Early and Late Stage Processing
Dana McDaniel, Cecile McKee, and Merrill F. Garrett
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2- and 3-Year-Olds’ Sensitivity to Pronoun Case in English Sentence Comprehension
Letitia R. Naigles, Caitlin Reynolds, & Aylin C. Küntay
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Modeling second language prosody acquisition: A dynamic systems theory approach
Emily Nava and Joseph Tepperman
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The Distinction between Case Markers and Postpositions in Early Child Japanese: New Evidence for Children’s Grammatical Conservatism
Koji Sugisaki
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Noun and Verb Learning in Mandarin-Acquiring 24-Month-Olds
Erin Leddon, Sudha Arunachalam, Sandra R. Waxman, Xiaolan Fu, Han Gong, and Lamei Wang
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Developmental Sensitivity to Sublexical Structure of the Word: Evidence From the  Yearlong Kindergarten Study.
Elena Zaretsky, Cynthia Core
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