NOVEMBER 3–6, 2022

Downloadable at-a-glance schedule: BUCLD 47 Schedule (.pdf)

Downloadable list of abstracts: BUCLD 47 Abstracts (.pdf)

Fri | Sat | Sun | Fri posters | Sat posters

Thursday, November 3, 2022

1:00 – 6:00


6:30 – 7:30
STUDENT WORKSHOP: Child language fieldwork: A discussion on the why and the how
Marisa Casillas (University of Chicago)

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Friday, November 4, 2022

Session A

East Balcony

Session B

Conference Auditorium

Session C

Terrace Lounge

Variability in Acquisition Language Input Semantics
9:00 – 9:30
Individual differences across language domains in heritage language development
Vicky Chondrogianni and Evangelia Daskalaki
Linking acoustic variability in everyday input to early word production
Federica Bulgarelli and Elika Bergelson
The agent bias holds in production too: Event descriptions in child Italian
Silvia Silleresi, Chiara Dal Farra, Yining Nie, Fabienne Martin, Artemis Alexiadou and Maria Teresa Guasti
9:30 – 10:00
Sources of variability in the acquisition of evidentiality by Turkish heritage language children in the United States
Aylin Coskun Kunduz and Silvina Montrul
Children’s language ecologies: Understanding day-to-day variability in caregivers’ child-directed speech during the COVID-19 pandemic

Monica Ellwood-Lowe, Ruthe Foushee and Mahesh Srinivasan

Je peux, ou je dois? Faudrait savoir! Acquiring modals’ force: Evidence from French
Anouk Dieuleveut
10:00 – 10:30
Examining the role of markedness in agreement in native and non-native Spanish: A look at coordinate noun phrases
Andrew Collins, Robert Fiorentino, José Alemán Bañón and Alison Gabriele
Infant-directed communicative acts in a Tseltal Mayan community
Isabella Di Giovanni and Marisa Casillas
18-month-olds understand the links between declaratives and assertions, and interrogatives and questions
Daniel Goodhue, Valentine Hacquard and Jeffrey Lidz
10:30 – 11:00
Session A

East Balcony

Session B

Conference Auditorium

Session C

Terrace Lounge

Multilingual Acquisition Developmental Language Disorder Word Learning
11:00 – 11:30
Bilingual children’s Theory of Mind abilities: The benefits of biliteracy exposure
Jacopo Torregrossa, Christiane Bongartz, Sonja Eisenbeiß, Vasileia Skrimpa and Andrea Listanti
Is lexical priming impaired in developmental language disorder?
Patricia Brooks, Gavkhar Abdurokhmonova, C. Donnan Gravelle, Nicole Zapparrata and Liat Seiger-Gardner
Lexical alternatives and the acquisition of subordinate nouns
Anna Papafragou and June Choe
11:30 – 12:00
Analogical reasoning in 4 to 6 years old monolingual and bilingual children
Solène Belogi and Katrin Skoruppa
Auditory Processing Disorder targets phonetics, not phonology
Arild Hestvik, Thierry Morlet, Kyoko Nagao and Chao Han
Child learners struggle to differentiate redundant cues
Shira Tal and Inbal Arnon
12:00 – 12:30
Predictive processing of number in bilingual children

Jasmijn E. Bosch and Francesca Foppolo

Neighborhood density and word frequency characteristics of late talkers’ spoken vocabularies: A corpus analysis
Elizabeth Simmons, Rhea Paul, Alexandra Nelson and Julia Perreault
2-year olds derive mutual exclusivity inferences from contrastive focus
Gabor Brody, Roman Feiman and Athulya Aravind
12:30 – 2:00
Virginia Salo (National Institutes of Health), Leher Singh (National Science Foundation)


Session A

East Balcony

Session B

Conference Auditorium

Session C

Terrace Lounge

Sociolinguistics Language Learning from Context Morpho-syntax
2:00 – 2:30
The best of both words: The influence of group membership and performance on children’s lexical choices

Thomas St. Pierre, Jida Jaffan, Craig Chambers and Elizabeth Johnson

Preschoolers benefit from sentential context when listening to familiar- and unfamiliar-accented speech

Naz Deniz Atik, Alexander LaTourrette, Victoria Vizzini and Sandra R. Waxman

Early comprehension of subject-verb agreement: New evidence from Catalan

Anna Gavarró and Alejandra Keidel

2:30 – 3:00
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

Heather J. Johnson, Wendy Smemoe, Joseph A. Stanley and Alessandro Rosborough

Referential transparency in verb use by Japanese and American caregivers 

Allison Fitch, Amy Lieberman, Michael Frank and Sudha Arunachalam

Control in ditransitive vs. transitive structures and the effect of the inflected infinitive

Ana Lúcia Santos, Alice Jesus and Silvana Abalada

3:00 – 3:30
Qualitative variability in early overhearing experiences

Ruthe Foushee and Mahesh Srinivasan

Physical environments that highlight objects’ distinct features support word learning

Elise Breitfeld and Jenny Saffran

Child learners and the future of future temporal reference

Erin Hall and Ana T. Pérez-Leroux

3:30 – 5:30
5:30 – 7:00
KEYNOTE ADDRESS: How Universal Grammar gives us X-ray vision

Jeffrey Lidz (University of Maryland)

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Saturday, November 5, 2022

Session A

East Balcony

Session B

Conference Auditorium

Session C

Terrace Lounge

Word Learning Sign Language Acquisition Adult L2 Learning
9:00 – 9:30
It is daxy to learn adjectives, and learning adjectives is daxy for everyone: Syntactic frames support the acquisition of adjective meaning
Megan Gotowski and Kristen Syrett
Not all touch is the same: A case study of a DeafBlind child interacting with a DeafBlind adult
Deanna Gagne, Hayley Broadway, Marjorie Bates and Jessica Ennis
Helpful regardless of acceptability: Resumption eases comprehension of difficult-to-process relative clauses in the L2 English of L1-Korean and L1-Mandarin speakers
Fred Zenker and Bonnie D. Schwartz
9:30 – 10:00
Synergies in early syntactic and semantic acquisition: 11-month-olds can build syntactic expectations about novel nouns
Mireille Babineau, Anne-Caroline Fiévet and Anne Christophe
Deaf children’s gaze shift during natural interaction in ASL supports efficient referential attention
Michael Higgins, Allison Fitch and Amy Lieberman
Priming agreement morphology in English as a second language
Chae Eun Lee
10:00 – 10:30
Differentiating universal quantifiers by differentiating their domains
Victor Gomes, Tyler Knowlton, Anna Papafragou and John Trueswell
A piece of the puzzle: Semantic neighborhood density, iconicity, and frequency are important contributors to sign language acquisition

Lauren Berger, Jennie Pyers, Amy Lieberman and Naomi Caselli

L2 acquisition of scope of negation and conjunction in Mandarin Chinese
Yunchuan Chen, Shivam Mani and Caimiao Liu
10:30 – 11:00
Session A

East Balcony

Session B

Conference Auditorium

Session C

Terrace Lounge

Gaze & Word Learning Language Input Morpho-syntactic Development in School-Age
11:00 – 11:30
Eye-gaze as a window into word level variability in toddlers

Haley Weaver and Jenny Saffran

Phonological variation in child-directed speech is modulated by lexical frequency

Eon-Suk Ko and Jongho Jun

Resolution of backward and forward anaphora in Chinese

Lucy Zhao, Maria Teresa Guasti, Shijia Yang and Francesca Foppolo

11:30 – 12:00
Adapting infant looking time paradigms for the web

Shengqi Zhong, Daoxin Li and Kathryn Schuler

Verb morphology is syntagmatically and paradigmatically simpler in contingent than in non-contingent CDS

Morgane Jourdain and Sabine Stoll

Locality effects in the acquisition of nominal ellipsis in L1 Italian

Caterina Tasinato and Emanuela Sanfelici

12:00 – 12:30
The role of facial cues on infant word learning

Monica Barbir, Mei Kono, Yuka Tatsumi, Samuel Recht, Yu Fujimura, Reiko Mazuka and Sho Tsuji

Verb dominance in Korean revisited: Verbal and nonverbal characteristics of maternal input to Korean toddlers

Minju Kim, Gayoung Kim, Solyeon Jeon and Youngon Choi

Use of null-arguments in wh-questions: The view from Malayalam and Telugu

Kazuko Yatsushiro, Aurore Gonzalez, Varsha Eturi, Chiara Dal Farra, Johannes Hein, Gayathri G. Krishnan, Vaijayanthi Sarma, Silvia Silleresi, Maria Teresa Guasti and Uli Sauerland

12:30 – 1:30


Session A

East Balcony

Session B

Conference Auditorium

Session C

Terrace Lounge

Language & Cognition Bilingual Acquisition Morpho-syntax
1:30 – 2:00
Less-is-more: A developmental fMRI study on auditory statistical learning

Anqi Hu, Katherine Trice, Yi-Lun Weng and Zhenghan Qi

What predicts comprehension of temporal conjunctions in bilingual children? Age of onset, length of exposure, or something else?

Christos Makrodimitris, Petra Schulz and Ianthi-Maria Tsimpli

Infants bootstrap grammatical categories from morphological suffixes

Megha Sundara

2:00 – 2:30
Conversation disruptions in early childhood longitudinally predict receptive language development

Amy Carolus, Margaret A. Sheridan, Liliana J. Lengua, Kate A. McLaughlin and Rachel Romeo

The effect of language switching on bilingual children’s novel word learning

Rachel Ka-Ying Tsui, Jessica Kosie, Laia Fibla Reixachs, Casey Lew-Williams and Krista Byers-Heinlein

Intervention effects in Mandarin-speaking children’s comprehension of passives

Minqi Liu, Victoria Mateu and Nina Hyams

2:30 – 3:00
Contrast, sufficiency, and the acquisition of morphological marking

Sarah Payne

Translation equivalents in bimodal-bilingual deaf children’s ASL and spoken English vocabularies

Elana Pontecorvo, Amy Lieberman, Jennie Pyers and Naomi Caselli

Does grammatical number scaffold the acquisition of number words?

Anna Shusterman, Abigail Seevak, Petra Mišmaš, Franc Lanko Marušič, Rok Žaucer and Madeline Pelz

3:00 – 3:30
Person reference via pronouns or verbs has different effects on false belief performance: Longitudinal study from Czech toddlers

Anna Chromá and Filip Smolík

Children’s code-switching changes from 2;6 to 3;6 years to maximize their power of expression

Michelle K. Tulloch and Erika Hoff

Belief reports facilitate long-distance binding in child Japanese

Akari Ohba and Kamil Deen


3:30 – 5:30
5:30 – 7:00
PLENARY ADDRESS: Autism illuminates language: Acquisition, development, use

Letitia Naigles (University of Connecticut)

7:00 – 8:30

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Sunday, November 6, 2022

Session A

East Balcony

Session B

Conference Auditorium

Session C

Terrace Lounge

Phonological Development Morpho-syntax Sentence Processing
9:00 – 9:30
Delayed development of the Spanish trill by Spanish-English bilinguals

Gemma Repiso Puigdelliura

Discourse markedness impacts acquisition of wh-questions: Evidence from ALL

An Nguyen, Jennifer Culbertson and Geraldine Legendre

The acquisition of adjunct control and working memory

Juliana Gerard and Dana McDaniel

9:30 – 10:00
Perceptual and acoustic correlates of central vowels in Russian-English and Spanish-English bilingual children: The role of input frequency

Suzanne van der Feest, Genevieve Medina, Ingrid Davidovich, Evgeniya Maryutina, Theresa Bloder, Isabelle Barrière and Valerie Shafer

“The duck hits! The monkey too!” – 3-to-4-year-olds understand ellipsis sentences and the adverb “too”

Leticia Schiavon Kolberg, Alex de Carvalho and Anne Christophe

Infants’ understanding of the syntax-semantics mapping for the Hungarian inessive locative

Rachel Dudley, Ágnes Melinda Kovács and Ernő Téglás

10:00 – 10:30
Phonological typology and learning biases for word forms

Johanna Basnak and Mitsuhiko Ota

Investigating children’s understanding of gapping with negation and disjunction

Lyn Tieu and Stephen Crain

Syntactic representations in Polish-English bilingual children: Evidence from priming

Marta Wesierska, Ludovica Serratrice, Vanessa Cieplinska and Katherine Messenger

10:30 – 11:00
The development of canonical proportion continues through 6 years of age

Kasia Hitczenko, Elika Bergelson, Marisa Casillas, Heidi Colleran, Meg Cychosz, Pauline Grosjean, Lisa R. Hamrick, Bridgette L. Kelleher, Camila Scaff, Amanda Seidl, Sarah Walker and Alejandrina Cristia

English-acquiring 4-year-olds’ understanding of the interaction between too and focus

Hisao Kurokami, Daniel Goodhue, Valentine Hacquard and Jeffrey Lidz

How do children interpret the meaning of conditional statements?

Patricia A. Ganea and Myrto Grigoroglou

11:00 – 11:30
11:30 – 1:00
Methodological advances in gaze-based measures of language understanding

Martin Zettersten (Princeton University), Michael Frank (Stanford University), Marisa Casillas (University of Chicago) and Daniel Swingley (University of Pennsylvania)

1:00 – 1:15
Conference Closing



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Friday Posters

Group 1: Phonological Development

Group 2: Vocabulary Development

Group 3: Morpho-syntax (Preschool-Age)

Group 4: Morpho-syntax (Preschool-Age)

Group 5: Morpho-syntax (School-Age)

Group 6: Semantics & Pragmatics

Group 7: Semantics & Pragmatics

Group 8: Adult Language Learning

Group 9: Multilingualism

Group 10: Sign Language / Deafness

Group 11: Language Input

Group 12: Interaction

Group 13: Language & Cognition

Group 14: Neuroimaging

Group 15: Atypical Populations

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Saturday Posters

Group 1: Phonological Development

Group 2: Word Learning & Vocabulary

Group 3: Word Learning & Vocabulary

Group 4: Morpho-syntax

Group 5: Morpho-syntax

Group 6: Corpus & Simulation Studies

Group 7: Semantics

Group 8: Sentence Processing

Group 9: Adolescent Language Learning

Group 10: Multilingual Learning

Group 11: L2 Acquisition

Group 12: L2 Acquisition

Group 13: Language Input

Group 14: Atypical Populations

Group 15: Reading Development