BUCLD 47 Award Recipients

The Jean Berko Gleason Award for the highest-rated student abstract goes to Minju Kim for “Verb dominance in Korean revisited: Verbal and nonverbal characteristics of maternal input to Korean toddlers”

Diversity Travel Fellowship

Arynn Byrd — College Park, Maryland
Amy Carolus — Chapel Hill, North Carolina
Daniela Castillo — New York City, New York
Ekaterina Khlystova — Los Angeles, California
Maria Mavridaki — Budapest, Hungary
Alexus Ramirez — Newark, Delaware
Annissa Saleh — Austin, Texas
Cinthia Sayuri Misaka — São Paulo, Brazil

Paula Menyuk Award

Semih Can Aktepe, “Children can interpret counterfactual conditionals incrementally using morpho-syntactic cues”

Naz Deniz Atik, “Preschoolers benefit from sentential context when listening to familiar- and unfamiliar-accented speech”

Johanna Basnak, “Phonological typology and learning biases for word forms”

Erin Campbell, “Acquisition of Perceptual Words by Young Children with Congenital Sensory Impairments”

Kennedy Casey, “From doggy to dog: Developmental shifts in children’s use of register-specific words”

Yiran Chen, “Variable ne-omission in French children’s input and production”

Andrew Collins, “Examining the role of markedness in agreement in native and non-native Spanish: A look at coordinate noun phrases”

Aylin Coskun Kunduz, “Sources of variability in the acquisition of evidentiality by Turkish heritage language children in the United States”

Monica Ellwood-Lowe, “Children’s language ecologies: understanding day-to-day variability in caregivers’ child-directed speech during the COVID-19 pandemic”

Nadine Fitzpatrick, “Word associations found in the productive language of 3-year-olds show a stronger priming effect than word associations found in adult associative norms”

Caitlin Illingworth, “Negative polarity or negative concord? Some children think ‘any’ means ‘no’.”

Heather Johnson, “Ducks in the pond: Elementary-school-age children’s perceptions of Standard American English, African American English, and Spanish-accented English on scales of status and solidarity”

Chae Eun Lee, “Priming agreement morphology in English as a second language”

Minqi Liu, “Intervention effects in Mandarin-speaking children’s comprehension of passives”

Belen Lopez Assef, “Memory advantage for produced words in children aged 5- and 6-years old: Retention after one-week?”

Christos Makrodimitris, “What predicts comprehension of temporal conjunctions in bilingual children? Age of Onset, Length of Exposure, or something else?”

Miguel Meira, “The left periphery of the sentence in child Brazilian Portuguese: evidence for the ‘Growing Trees’ approach”

Rachel Miles, “How many arguments can homesigners handle when they learn ASL?”

An Nguyen, “Discourse markedness impacts acquisition of wh-questions: Evidence from ALL”

Iris Nowenstein, “A Case for Exceptions: Acquiring Icelandic Dative Productivity”

Akari Ohba, “Belief Reports Facilitate Long-Distance Binding in Child Japanese”

Sarah Payne, “Contrast, Sufficiency, and the Acquisition of Morphological Marking”

Anupama Reddy, “Effect of dependent case marking on frame compliance”

Olivier Rüst, “Getting creative: A Neural Network approach to predicting child utterances in 12 typologically diverse languages”

Caterina Tasinato, “Locality effects in the acquisition of nominal ellipsis in L1 Italian”

Michelle Tulloch, “Children’s code-switching changes from 2;6 to 3;6 years to maximize their power of expression”

Clariana Vieira , “The acquisition path for Wh-in-situ questions in Brazilian Portuguese: the role of presuppositional contexts”

Tingting Wang, “Evaluating referent salience in pronoun processing by native and non-native speakers”

Haley Weaver, “Eye-gaze as a Window into Word Level Variability in Toddlers”

Fred Zenker, “Helpful regardless of acceptability: Resumption eases comprehension of difficult-to-process relative clauses in the L2 English of L1-Korean and L1-Mandarin speakers”

Jing Zhong, “Transfer in Cantonese-English learners’ L3 Mandarin”

Kristen Zhuang, “Take it or deny it? — The effect of conflicting sociopragmatic norms and values in L1 and L2 on the response strategies to compliments by Chinese ESL learners”