{"id":4058,"date":"2018-10-01T13:58:15","date_gmt":"2018-10-01T17:58:15","guid":{"rendered":"https:\/\/www.bu.edu\/bucld\/?page_id=4058"},"modified":"2020-04-23T11:15:02","modified_gmt":"2020-04-23T15:15:02","slug":"browse-abstracts-2018","status":"publish","type":"page","link":"https:\/\/www.bu.edu\/bucld\/program\/browse-abstracts-2018\/","title":{"rendered":"Browse Abstracts 2018"},"content":{"rendered":"

Use the schedule grid below to browse abstracts from this year’s Boston University Conference on Language Development.<\/em><\/strong><\/p>\n

Thursday<\/a> | Friday<\/a> | Saturday<\/a> | Sunday<\/a><\/p>\n

<\/a>
\nThursday, November 1<\/strong><\/p>\n

\n\n\n\n
6:30<\/td>\nSTUDENT WORKSHOP (East Balcony)<\/strong>
\n\u201cHow to integrate open science into language acquisition research\u201d
\nChristina Bergmann (Max Planck Institute for Psycholinguistics)<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n

<\/a>
\nFriday, November 2<\/strong><\/p>\n

\n\n\n\n
9am-5pm<\/td>\nBOOK EXHIBIT (Ziskind Lounge)<\/strong>
\nCascadilla Press
\nCambridge University Press
\nJohn Benjamins Publishing Company
\nMIT Press<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n
\n\n\n\n\n\n\n
<\/strong><\/td>\nSession A (East Balcony)<\/strong><\/td>\nSession B (Conference Auditorium)<\/strong><\/td>\nSession C (Terrace Lounge)<\/strong><\/td>\n<\/tr>\n
9:00<\/td>\nEarly availability and phonological bias in the acquisition of noun classes<\/a>
\nJ. Culbertson, H. Jarvinen, F. Haggarty, K. Smith<\/em><\/td>\n		Children\u2019s N400 is sensitive to both predictability and frequency: Evidence from natural listening<\/a>
\nT. Levari, J. Snedeker<\/em><\/td>\n		Knowing when to presuppose<\/a>
\nA. Aravind, D. Fox, M. Hackl<\/em><\/td>\n<\/tr>\n
9:30<\/td>\nHow the input shapes the acquisition of verb and noun morphology: Computational modeling across three highly inflected languages<\/a>
\nF. Engelmann, J. Kolak, S. Granlund, V. Vihman, B. Ambridge, J. Pine, A. Theakston, E. Lieven<\/em><\/td>\n		The dynamics of spoken and visual word recognition in school-aged children<\/a>
\nK. Hendrickson, B. McMurray<\/em><\/td>\n		Facilitating quantifier acquisition: Training can eliminate children\u2019s spreading errors<\/a>
\nC. Roest, J. Spenader<\/em><\/td>\n<\/tr>\n
10:00<\/td>\nThe learnability of semantic distinctions: Insights from an artificial language learning experiment on evidentiality<\/a>
\nD. Saratsli, S. Bartell, A. Papafragou<\/em><\/td>\n		Syntactic development and neurolinguistic processing go hand in hand: Evidence from early vs late L1 acquisition of ASL<\/a>
\nR. Mayberry, M. Hatrak, D. Ilkbasaran, W. Matchin, A. Villwock, A. Roth, E. Halgren<\/em><\/td>\n		Acquiring the universal quantifiers: Every part together or each part on its own?<\/a>
\nT. Knowlton, J. Halberda, P. Pietroski, J. Lidz<\/em><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n
\n\n\n\n
10:30<\/td>\nBREAK (Ziskind Lounge)<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n
\n\n\n\n\n\n\n
<\/strong><\/td>\nSession A (East Balcony)<\/strong><\/td>\nSession B (Conference Auditorium)<\/strong><\/td>\nSession C (Terrace Lounge)<\/strong><\/td>\n<\/tr>\n
11:00<\/td>\nFrench-learning infants use novel syntactic contexts to acquire the meanings of novel content words<\/a>
\nM. Barbir, M. Babineau, A. Fi\u00e9vet, A. Christophe<\/em><\/td>\n		The power of a name: Labeling changes infants\u2019 memory for individual objects<\/a>
\nA. LaTourrette, S. Waxman<\/em><\/td>\n		Look at THAT: Using deixis to evaluate prediction-via-simulation with L1 children, L1 adults, and L2 adults<\/a>
\nT. Reuter, C. Lew-Williams<\/em><\/td>\n<\/tr>\n
11:30<\/td>\nSlovenian preschoolers derive exact interpretations of singular and dual forms<\/a>
\nL. Maru\u0161i\u010d, A. Saksida, D. Skordos, J. Sullivan, R. \u017daucer, D. Barner<\/em><\/td>\n		Referential cues support novel sign learning in young deaf children<\/a>
\nA. Lieberman, A. Borovsky<\/em><\/td>\n		Processing of remention biases in Korean learners of English<\/a>
\nH. Kim, T. Gr\u00fcter<\/em><\/td>\n<\/tr>\n
12:00<\/td>\nCrying helps, but being sad doesn\u2019t: Verbs, but not adjectives, constrain referent selection for novel nouns through age three<\/a>
\nK. Syrett, A. LaTourrette, B. Ferguson, S. Waxman<\/em><\/td>\n		Infant and adult brains are coupled to the dynamics of social behaviors during naturalistic communication<\/a>
\nE. Piazza, L. Hasenfratz, U. Hasson, C. Lew-Williams<\/em><\/td>\n		Incremental interpretation in the first and second language<\/a>
\nL. Brehm, K. Miller, C. Jackson<\/em><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n
\n\n\n\n
12:30<\/td>\nLUNCH BREAK (Ziskind Lounge)<\/strong>
\nNIH\/NSF FUNDING SYMPOSIUM (Metcalf Large)<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n
\n\n\n\n\n\n
<\/strong><\/td>\nSession A (East Balcony)<\/strong><\/td>\nSession B (Conference Auditorium)<\/strong><\/td>\nSession C (Terrace Lounge)<\/strong><\/td>\n<\/tr>\n
2:00<\/td>\nUsing prosody to compute alternative sets: The case of Turkish particle dA<\/em><\/a>
\nS. Topaloglu, M. Nakipoglu<\/em><\/td>\n		Individual-outcome corpus modeling to constrain parameters of statistical learning models<\/a>
\nA. Buerkin-Pontrelli, J. Coffey, D. Swingley<\/em><\/td>\n		Learnability in Romance: How indirect input helps children acquire the contrast between null and overt subjects<\/a>
\nH. Forsythe, C. Schmitt, D. Greeson<\/em><\/td>\n<\/tr>\n
2:30<\/td>\nUnderstanding prosodic and syntactic focus by Mandarin and German five-year-olds: Evidence from eye-tracking studies<\/a>
\nH. Chen, B. H\u00f6hle, S. Crain<\/em><\/td>\n		A rhythm account of word segmentation tasks<\/a>
\nF. Wang, J. Trueswell, J. Zevin, T. Mintz<\/em><\/td>\n		Doing what you must: Child actuality inferences in modal comprehension<\/a>
\nD. Veselinovic, A. Cournane<\/em><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n
\n\n\n\n
3:00<\/td>\nATTENDED POSTER SESSION I<\/a> (Metcalf Small)<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n
\n\n\n\n\n\n\n
<\/strong><\/td>\nSession A (East Balcony)<\/strong><\/td>\nSession B (Conference Auditorium)<\/strong><\/td>\nSession C (Terrace Lounge)<\/strong><\/td>\n<\/tr>\n
4:15<\/td>\nTopichood and the comprehension of relative clauses in French<\/a>
\nA. Bentea, S. Durrleman<\/em><\/td>\n		Preschoolers fail to revise their syntactic analysis, even when their initial interpretation is driven by prosodic cues<\/a>
\nA. de Carvalho, J. Trueswell, A. Christophe<\/em><\/td>\n		The spontaneous eMERGEnce of recursion in child language<\/a>
\nI. Giblin, J. Shi, P. Zhou, C. Bill, S. Crain<\/em><\/td>\n<\/tr>\n
4:45<\/td>\nRecovering ergativity in Heritage Samoan<\/a>
\nG. Muagututia, K. Deen, W. O\u2019Grady<\/em><\/td>\n		The development of inter-lexical inhibition from 1st grade to adulthood<\/a>
\nC. Blomquist, B. McMurray<\/em><\/td>\n		Late L1 attrition is temporary: Evidence from a longitudinal case study<\/a>
\nD. Genevska-Hanke<\/em><\/td>\n<\/tr>\n
5:15<\/td>\nObject relative clause comprehension in L2 children with limited L2 exposure<\/a>
\nM. Scheidnes, L. Redmond<\/em><\/td>\n		Incremental strategies in children\u2019s language production: Evidence from eye-gaze<\/a>
\nJ. Brough, H. Rabagliati, H. Branigan, C. Gambi<\/em><\/td>\n		The acquisition of French causatives and parallels to English passives<\/a>
\nJ. Borga, W. Snyder<\/em><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n
\n\n\n\n
5:45<\/td>\nDINNER BREAK<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n
\n\n<\/tbody>\n\n\n\n
7:45<\/strong><\/td>\nKEYNOTE ADDRESS (Metcalf Large)<\/strong><\/td>\n<\/tr>\n
<\/td>\nAnn Senghas (Barnard College)<\/p>\n

“How language learns: Linking universals to acquisition<\/a>“<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n

<\/a>
\nSaturday, November 3<\/strong><\/p>\n

\n\n\n\n
9am-5pm<\/td>\nBOOK EXHIBIT (Ziskind Lounge)<\/strong>
\nCascadilla Press
\nCambridge University Press
\nJohn Benjamins Publishing Company
\nMIT Press<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n
\n\n\n\n\n\n\n
<\/strong><\/td>\nSession A (East Balcony)<\/strong><\/td>\nSession B (Conference Auditorium)<\/strong><\/td>\nSession C (Terrace Lounge)<\/strong><\/td>\n<\/tr>\n
9:00<\/td>\nThe interaction of word order, case-marking, and verbal morphology in children\u2019s comprehension of suffixal passives in Korean<\/a>
\nG. Shin, K. Deen<\/em><\/td>\n		ASL vocabulary assessment<\/a>
\nN. Caselli, J. Pyers, A. Lieberman<\/em><\/td>\n		The effects of working memory training on a clinical marker of specific language impairment in French-speaking children<\/a>
\nE. Stanford, S. Durrleman, H. Delage<\/em><\/td>\n<\/tr>\n
9:30<\/td>\nDistributional regularity of suffixes facilitates gender acquisition: A contrastive study of two closely related languages<\/a>
\nT. Ivanova-Sullivan, I. Sekerina<\/em><\/td>\n		Linking input and vocabulary in infancy to preschool language skills<\/a>
\nS. Dailey, E. Bergelson<\/em><\/td>\n		The impact of syntax on mentalizing: A training study in ASD and SLI<\/a>
\nS. Durrleman, E. Thommen, H. Delage<\/em><\/td>\n<\/tr>\n
10:00<\/td>\nThe L1 acquisition of tense-aspect markers –ess<\/em> (past-perfective) and –ko iss<\/em> (progressive) in Korean<\/a>
\nJ. Ryu, Y. Shirai<\/em><\/td>\n		You best have a sister: The effect of siblings on language development as a function of age-gap and sex<\/a>
\nN. Havron, A. Cristia, F. Ramus, H. Peyre<\/em><\/td>\n		The relationship between oral language and emergent literacy skills for Spanish-speaking children with and without SLI<\/a>
\nA. Pratt, J. Grinstead, M. Cant\u00fa-S\u00e1nchez, X. Carreto-Guadarrama, A. Arrieta-Zamudio, P. Ortiz-Ram\u00edrez<\/em><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n
\n\n\n\n
10:30<\/td>\nBREAK (Ziskind Lounge)<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n
\n\n\n\n\n\n
<\/strong><\/td>\nSession A (East Balcony)<\/strong><\/td>\nSession B (Conference Auditorium)<\/strong><\/td>\nSession C (Terrace Lounge)<\/strong><\/td>\n<\/tr>\n
11:00<\/td>\nThe lexical advantage: Four-year-old children acquire words, not sounds<\/a>
\nM. Cychosz, M. Erskine, J. Edwards<\/em><\/td>\n		Language modality doesn\u2019t affect number concept development, but timing of language exposure does: Insights from deaf children acquiring signed and spoken language<\/a>
\nJ. Contreras, E. Carrigan, A. Shusterman, M. Coppola<\/em><\/td>\n		On a developmental delay in the L1 acquisition of the Japanese nominative object<\/a>
\nT. Sano, H. Shimada, Y. Fujiwara<\/em><\/td>\n<\/tr>\n
11:30<\/td>\nThe acquisition of Mandarin tonal processes by children with cochlear implants<\/a>
\nP. Tang, I. Yuen, N. Xu Rattanasone, L. Gao, K. Demuth<\/em><\/td>\n		If they had been more transparent, the child would have discovered them more easily: How counterfactuals develop<\/a>
\nL. Rouvoli, V. Tsakali, N. Kazanina<\/em><\/td>\n		Reflexives and word order in adult and child Tagalog<\/a>
\nI. Bondoc, K. Deen, E. Or<\/em><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n
\n\n\n\n\n\n\n
12:15<\/td>\nSATURDAY SYMPOSIUM (Metcalf Large):
\n\u201cA developmental, individual-differences perspective on processing of and learning from accented speech<\/a>\u201d <\/strong><\/td>\n<\/tr>\n
<\/td>\nToddlers\u2019 accommodation of accent: Acoustic and experiential factors
\nRochelle Newman (University of Maryland)<\/em><\/td>\n<\/tr>\n
<\/td>\nEffects of bilingualism on children\u2019s processing of accented speech
\nMargarita Kaushanskaya (University of Wisconsin \u2013 Madison)<\/em><\/td>\n<\/tr>\n
<\/td>\nIndividual differences in perception of non-native speech
\nMelissa Baese-Berk (University of Oregon)<\/em><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n
\n\n\n\n\n\n
<\/strong><\/td>\nSession A (East Balcony)<\/strong><\/td>\nSession B (Conference Auditorium)<\/strong><\/td>\nSession C (Terrace Lounge)<\/strong><\/td>\n<\/tr>\n
2:15<\/td>\nWon\u2019t somebody think of the children? Beyond maximality with plural definite descriptions<\/a>
\nM. Moyer, Z. Husnain, K. Syrett<\/em><\/td>\n		Beyond words: Children apply the principle of informativeness to non-linguistic symbols<\/a>
\nA. Kampa, A. Papafragou<\/em><\/td>\n		Beyond linear non-adjacent or adjacent dependencies: Infants track hierarchical syntactic dependencies<\/a>
\nC. Legrand, R. Shi<\/em><\/td>\n<\/tr>\n
2:45<\/td>\nA cross-linguistic investigation of symmetrical judgments<\/a>
\nK. Drozd, D. An\u0111jelkovi\u0107, M. Savi\u0107, et al.*<\/em><\/td>\n		Use of contrastive inference for reference resolution of a novel word in monolingual and bilingually exposed children<\/a>
\nI. Lorge, N. Katsos<\/em><\/td>\n		The more the merrier? The impact of talker variability on artificial grammar learning in preschoolers and adults<\/a>
\nF. Bulgarelli, D. Weiss<\/em><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n
\n\n\n\n
3:15<\/td>\nATTENDED POSTER SESSION II<\/a> (Metcalf Small)<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n
\n\n\n\n\n\n
<\/strong><\/td>\nSession A (East Balcony)<\/strong><\/td>\nSession B (Conference Auditorium)<\/strong><\/td>\nSession C (Terrace Lounge)<\/strong><\/td>\n<\/tr>\n
4:30<\/td>\nRhythmic and morphosyntactic predictions: The anticipation skills of Italian children with developmental dyslexia<\/a>
\nV. Persici, N. Stucchi, F. Arosio<\/em><\/td>\n		Using television to boost native-speaker input for L2-learning children: A cautionary tale<\/a>
\nT. Sorenson Duncan, J. Paradis<\/em><\/td>\n		Intervention and animacy effects in the acquisition of sluicing and relative clauses<\/a>
\nV. Mateu, N. Hyams<\/em><\/td>\n<\/tr>\n
5:00<\/td>\nThe pitfalls of strong predictions: Learning new words from discourse<\/a>
\nH. Rabagliati, N. Wolf, B. Skarabela, H. Rohde<\/em><\/td>\n		Language input varies by activity and social context in Latino infants from Spanish-speaking homes<\/a>
\nA. Weisleder, A. Mendelsohn, A. Villanueva, A. Seery, C. Canfield<\/em><\/td>\n		Pulling the curtain back: Wh-questions in child Tok Pisin<\/a>
\nH. Sato, K. Deen<\/em><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n
\n\n\n\n\n
5:45<\/strong><\/td>\nPLENARY ADDRESS (Metcalf Large)<\/strong><\/td>\n<\/tr>\n
<\/td>\nJohanne Paradis (University of Alberta)<\/p>\n

“English L2 acquisition from early childhood to adulthood: The role of age, L1, cognitive and input factors<\/a>“<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n

\n\n\n\n
7:00<\/td>\nRECEPTION (Ziskind Lounge)<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n

<\/a>
\nSunday, November 4<\/strong><\/p>\n

\n\n\n\n\n\n\n
<\/strong><\/td>\nSession A (East Balcony)<\/strong><\/td>\nSession B (Conference Auditorium)<\/strong><\/td>\nSession C (Terrace Lounge)<\/strong><\/td>\n<\/tr>\n
9:00<\/td>\nInfants track the languages used by individual speakers<\/a>
\nC. Potter, N. Marayati, C. Lew-Williams<\/em><\/td>\n		Sleep consolidates syntactically-derived verb meanings in 2-year-olds<\/a>
\nA. He, S. Waxman, S. Arunachalam<\/em><\/td>\n		Hypo-articulation in infant-directed speech: The case of the Nepali four-way stop voicing contrast<\/a>
\nT. Benders, S. Pokharel, K. Demuth<\/em><\/td>\n<\/tr>\n
9:30<\/td>\nLanguage input in a forager-farmer population: Estimations from daylong recordings<\/a>
\nC. Scaff, J. Stieglitz, A. Cristia<\/em><\/td>\n		Bootstrapping syntactic acquisition with a semantic seed<\/a>
\nM. Babineau, A. de Carvalho, J. Trueswell, A. Christophe<\/em><\/td>\n		Increased spectral variability in the vowels of infant-directed speech is not universal<\/a>
\nE. McClay, S. Cebioglu, T. Broesch, H. Yeung<\/em><\/td>\n<\/tr>\n
10:00<\/td>\nInfant word recognition in familiar and unfamiliar accents<\/a>
\nM. van Heugten, M. Tulloch<\/em><\/td>\n		Conflict resolution between semantic and syntactic cues in language acquisition<\/a>
\nM. Beretti, N. Havron, A. Christophe<\/em><\/td>\n		The real-time dynamics of child-directed speech: Using pupillometry to evaluate children\u2019s processing of natural pitch contours<\/a>
\nM. Nencheva, E. Piazza, C. Lew-Williams<\/em><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n
\n\n\n\n
10:30<\/td>\nBREAK (Ziskind Lounge)<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n
\n\n\n\n\n\n\n\n
11:00<\/strong><\/td>\nSUNDAY SYMPOSIUM (Metcalf Large):
\n\u201cAddressing the putative ‘word gap’: Approaches to early language interventions<\/a>\u201d<\/strong><\/td>\n<\/tr>\n
<\/td>\nHelping children learn language: Why bother?
\nRoberta M. Golinkoff (University of Delaware) & Kathy Hirsh-Pasek (Temple University)<\/em><\/td>\n<\/tr>\n
<\/td>\nPointing to success: A home-based intervention for parents of infants
\nMeredith L. Rowe (Harvard University Graduate School of Education)<\/em><\/td>\n<\/tr>\n
<\/td>\nThe Duet Project: A community-based home-visiting partnership
\nRebecca M. Alper (Temple University)<\/em><\/td>\n<\/tr>\n
<\/td>\nThe FACT Project: A school-based program for elementary-age families
\nRachel R. Romeo (Boston Children\u2019s Hospital & Massachusetts Institute of Technology)<\/em><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n

*Complete list of authors: K. Drozd,\u00a0D. An\u1d6djelkovi\u0107, M.\u00a0Savi\u0107, O.\u00a0To\u0161kovic, A.\u00a0Gavarr\u00f3, A.\u00a0Lite, G.\u00a0Hr\u017eica, M.\u00a0Kova\u010devi\u0107, J.\u00a0Kuva\u010d Kraljevi\u0107, A.\u00a0Skordi, K.\u00a0Jensen de Lopez, L.\u00a0Sundahl, A.\u00a0van Hout, B.\u00a0Hollebrandse, M.\u00a0van Koert, E.\u00a0Fabre, A.\u00a0Hubert, I\u00a0Noveck, S.\u00a0Ott, K.\u00a0Yatsushiro, I.\u00a0Bal\u010di\u016bnien\u0117, J.\u00a0Ruzait\u0117, M.\u00a0Vija, D. Gatt, H. Grech, E. Haman, D. Kiebzak-Mandera, A.\u00a0Mi\u0119kisz, N. Gagarina, J. Puzanova, M.\u00a0Popovi\u0107, S. Kapalova, D.\u00a0Slan\u010dov\u00e1, N. Smith, U. Sauerland, H. van der Lely<\/p>\n

Alternates<\/strong><\/p>\n

N. Boll-Avetisyan, S. Van Ommen, T. Nazzi, B. H\u00f6hle: Categorical perception of lexical stress in French L2 learners of German: Effects of musical acuity<\/a><\/p>\n

R. Feiman, D. Barner: The acquisition of quantifiers: The universality and distributivity of each<\/em><\/a><\/p>\n

S. Floyd, C. Lew-Williams, A. Goldberg: Early word meanings are structured around similarity: Evidence from lexical processing<\/a><\/p>\n

Y. Fujiwara, H. Shimada: Acquisition of ellipsis: Phonology or syntax?<\/a><\/p>\n

H. Hwang, R. Mazuka, M. Takada: Enhancement of stop contrast or emergence of new targets? Implications on language development in Japanese<\/a><\/p>\n

A. Ohba, T. Sano, K. Yamakoshi: Children\u2019s acquisition of clefts revisited: New evidence from child Japanese<\/a><\/p>\n

Z. Ovans, J. Novick, Y. Huang: Better to be reliable than early: Cognitive-control effects on developmental parsing<\/a><\/p>\n

S. Tal, I. Arnon, M. Ariel: Children\u2019s task-related comprehension of or<\/em><\/a><\/p>\n

B. Zurer Pearson, J. Jackson: Acquisition of a late-developing syntactic structure by African-American-English-speaking learners of the mainstream dialect<\/a><\/p>\n

<\/a>
\nFriday posters<\/strong><\/p>\n

A. Ahmad: Maximality before uniqueness: Children\u2019s acquisition of definite descriptions in French<\/a><\/p>\n

B. Axel, N. Havron, I. Dautriche, A. de Carvalho, A. Christophe: When predictions fail: Adults and children stop predicting upcoming syntactic categories in unreliable contexts<\/a><\/p>\n

A. Bates, L. Pearl: What input gap is there across socioeconomic status for complex syntax? A quantitative and cognitive modeling analysis of linguistic evidence for learning syntactic islands<\/a><\/p>\n

I. Berent, G. Sandoboe, M. Platt: How we reason about innateness<\/a><\/p>\n

S. Bjoernsdottir, S. Sigurjonsdottir: Predicting gender assignment in the acquisition of Icelandic<\/a><\/p>\n

M. Bohn, M. Tessler, M. Frank: Modeling the role of common ground in pragmatic word learning<\/a><\/p>\n

A. Borovsky, R. Peters: Building lexico-semantic networks impacts early word recognition<\/a><\/p>\n

A. Bosnic, J. Spenader: Stages in acquiring distributive markers in Serbian and Dutch: Evidence from an act-out task<\/a><\/p>\n

K. Byers-Heinlein, E. Fourakis, C. Lew-Williams: Language mixing affects bilingual toddlers\u2019 word learning<\/a><\/p>\n

M. Carbajal, S. Peperkamp: An exploration of language input and its impact on vocabulary development in bilingual infants<\/a><\/p>\n

Y. Chen: The L2 acquisition of Japanese relative clauses by L1 Chinese learners: Evidence from the interpretation of the universal quantifier zen\u2019in<\/em> \u2018all\u2019<\/a><\/p>\n

J. Choe: Effect of NP type on L2 raising acquisition<\/a><\/p>\n

A. Chrom\u00e1, F. Smol\u00edk: Language, personal pronouns, and social understanding from two to three: A longitudinal study in children acquiring Czech<\/a><\/p>\n

C. Contemori, O. Asiri: Anaphora resolution in English L2 learners: An analysis of different discourse contexts<\/a><\/p>\n

A. Cournane, A. P\u00e9rez-Leroux: Leaving obligations behind: Epistemic incrementation in preschool English<\/a><\/p>\n

E. Daskalaki, E. Blom, V. Chondrogianni, J. Paradis: Effects of parental input quality in child heritage language acquisition<\/a><\/p>\n

B. Davies, N. Xu Rattanasone, K. Demuth: Acquisition of plural morphology by preschoolers with hearing loss<\/a><\/p>\n

L. Dekydtspotter, K. Miller, M. Iverson, Y. Xiong, K. Swanson, C. Gilbert: Increased beta-band activity in the active maintenance of fragile L2 representations<\/a><\/p>\n

L. Ehrenhofer, K. Yatsushiro, T. Fritzsche, B. H\u00f6hle, J. Lidz, C. Phillips, Y. Huang: Verbs, not subjects, drive subject-as-agent misinterpretation in children\u2019s comprehension of passives<\/a><\/p>\n

J. Grinstead, M. Oates, M. Nieves-Rivera, R. Padilla-Reyes: Quantifier relationships in the lexicon: Scalar competence and performance<\/a><\/p>\n

S. Guven, E. Thordardottir, E. Rioux: Examining task related effects on the manifestation of morphological errors in French speaking children with Specific Language Impairment<\/a><\/p>\n

M. Hoareau, H. Yeung, T. Nazzi: Early parental input, production skills and TP-based word segmentation<\/a><\/p>\n

Z. Hopkins, L. Lindsay, H. Branigan: What makes a house a home? Mechanisms of lexical alignment in preschoolers\u2019 referential communication<\/a><\/p>\n

A. Irani: How children learn to disappear causative errors using positive evidence<\/a><\/p>\n

E. Kistanova, I. Sekerina: Acquisition of the grammatical categories of Russian verbs in a heritage Russian-English child: A case study<\/a><\/p>\n

J. Kolak, S. Granlund, F. Engelmann, M. Szreder, B. Ambridge, J. Pine, A. Theakston, E. Lieven: Children\u2019s acquisition of person\/number verb inflection in morphologically complex languages<\/a><\/p>\n

V. Kozloff, A. Nguyen, J. Arciuli, Z. Qi: Statistical learning at noisy environment is associated with vocabulary<\/a><\/p>\n

E. Lau: Default animacy configuration is not always preferred: The effect of animacy on the acquisition of passives<\/a><\/p>\n

O. Lavi-Rotbain, I. Arnon: Frequency or predictability? The effect of entropy on statistical learning in children and adults<\/a><\/p>\n

M. Lei: The acquisition of cardinal and ordinal numbers in Cantonese<\/a><\/p>\n

N. Lester, F. Moscoso del Prado Martin: Syntactic distributions affect the emergence of nouns in the earliest stages of syntactic acquisition<\/a><\/p>\n

D. Lillo-Martin, D. Chen Pichler: Development of pointing signs in ASL and implications for their analysis<\/a><\/p>\n

V. Limia, S. Ozcaliskan, E. Hoff, E. Alcantar, M. Ortiz, C. Chamorro: Do parents gesture differently to their bilingual children when speaking their\u00a0dominant vs. weaker language?<\/a><\/p>\n

W. Ling, T. Gr\u00fcter: Lexical tone in L2 Mandarin: The relation between categorical perception and real-time spoken word recognition<\/a><\/p>\n

Y. Lu, T. Lee: Telicity and objecthood in the acquisition of unaccusativity: Mandarin-speaking children\u2019s interpretation of manner-of-motion verbs<\/a><\/p>\n

M. Ma, Y. Oshima-Takane, Y. Kayama: Understanding language-specific anaphora in children<\/a><\/p>\n

W. Ma, P. Zhou: Deciding the referent of a new word: The acquisition of classifiers<\/a><\/p>\n

D. Miller, J. Rothman: You win some and you lose some: Processing and judgment of scalar implicatures within attrition contexts<\/a><\/p>\n

A. Mills, A. van Hout: Cognitive bias overrides syntactic bootstrapping in novel verb learning<\/a><\/p>\n

N. Mitrofanova, Y. Rodina, O. Urek, M. Westergaard: Sensitivity to grammatical gender cues in the acquisition of heritage Russian<\/a><\/p>\n

E. Nguyen, L. Pearl: Using developmental modeling to specify learning and representation of the passive in English children<\/a><\/p>\n

S. Ozcaliskan, S. Goldin-Meadow: How early does speaking shape the native language of gesture?<\/a><\/p>\n

D. Panizza, M. Thalmann: Present to the eye, away from the mind: Dissociating online comprehension and offline judgments of indirect scalar inferences<\/a><\/p>\n

A. P\u00e9rez-Leroux, A. Castilla-Earls, M. Lara D\u00edaz, E. Pettibone: Recursion follows productivity, not vice versa: The case of Spanish NP recursion<\/a><\/p>\n

E. Peristeri, E. Baldimtsi, S. Durrleman, I. Tsimpli: Bilingualism effects in children with Specific Language Impairment: Metalinguistic awareness, executive functions and false-belief reasoning<\/a><\/p>\n

L. Perkins, T. Knowlton, A. Williams, J. Lidz: Matching number vs. linking roles: Using 3-participant scene percepts to understand infants\u2019 bootstrapping<\/a><\/p>\n

E. Puig-Mayenco, J. Rothman: Low proficiency does not mean ab initio<\/em>: Exposure matters for L3 transfer studies<\/a><\/p>\n

T. Schatz, N. Feldman, S. Goldwater, E. Dupoux: Phonetic learning without phonetic categories<\/a><\/p>\n

B. Skarabela, E. Pool, M. Ota: \u2018The train goes choo-choo<\/em>\u2019: A corpus analysis of the role of onomatopoeic words in early production<\/a><\/p>\n

A. Starr, M. Srinivasan: Do spatial metaphors facilitate word learning?<\/a><\/p>\n

A. Sugawara: Conjunction and numeral as cues to generate alternatives to satisfy scalar presupposition of \u201conly\u201d: Evidence from Japanese learners of English<\/a><\/p>\n

M. Sundara, C. Mayer: Modeling developmental changes in infants\u2019 discrimination of English vowels<\/a><\/p>\n

S. Tong, Y. Chan: Musical experience enhances both pitch perception and non-native tonal word learning in children and adults<\/a><\/p>\n

S. Tsuji, R. Mazuka, D. Swingley: Temporal contingency augments attention to a referent in a word learning task<\/a><\/p>\n

A. van Dooren, M. Tulling, A. Cournane, V. Hacquard: Lexical aspect as a crosslinguistic cue to modal meaning: Evidence from Dutch<\/a><\/p>\n

M. Wu, T. Ionin: L1-Chinese L2-English speakers\u2019 acquisition of English quantifier-negation scope<\/a><\/p>\n

K. Yatsushiro, A. Sugawara, U. Sauerland: Effect of intonation contour on scope: hat vs. neutral contours in German<\/a><\/p>\n

T. Zamuner, K. Boyce: The development of the production effect in children aged 3 to 6 years old<\/a><\/p>\n

<\/a>
\nSaturday posters<\/strong><\/p>\n

N. Adricula: Children\u2019s acquisition of polysemy: by<\/em>, of<\/em>, and with<\/em> in child English<\/a><\/p>\n

E. Bergelson, A. Weisleder, J. Bunce, C. Rowland, M. Casillas, A. Cristia: How different is speech input and output across subgroups? First results from >12,000 hours of naturalistic recordings<\/a><\/p>\n

N. Boll-Avetisyan, S. Van Ommen, T. Nazzi, B. H\u00f6hle: Categorical perception of lexical stress in French L2 learners of German: Effects of musical acuity<\/a><\/p>\n

J. Cabrelli Amaro, C. Pichan, J. Rothman, L. Serratrice: Initial phonological and morphosyntactic transfer in L3 Italian by early English\/Spanish bilinguals<\/a><\/p>\n

M. Casillas: How much speech do Tseltal Mayan children hear? Daylong averages and interactional bursts<\/a><\/p>\n

A. Chaouch Orozco, J. Gonz\u00e1lez Alonso, J. Rothman: Exploring the L1-L2 versus L2-L1 (masked) priming asymmetry effect<\/a><\/p>\n

S. Creel: Close correspondence between two measures of word learning in young children, but no added sensitivity for visual fixations<\/a><\/p>\n

E. Davis, B. Landau: Does see that<\/em> help children learn think that<\/em>? The intersection of perception and mental verbs in development<\/a><\/p>\n

L. de Ruiter, A. Theakston, E. Lieven, M. Hilton, S. Brandt: Is before<\/em> easier than after<\/em> in German, too? Testing the relative influence of iconicity, ambiguity, and language-specific frequencies on the processing of adverbial sentences in German<\/a><\/p>\n

\u00d6. Demir-Lira, J. Kanero, C. Oran\u00e7, S. Ko\u015fkulu, I. Franko, O. Ulu\u015fahin, Z. Ad\u0131g\u00fczel, T. G\u00f6ksun: Using gestures in L2 vocabulary teaching: Human or robot tutors?<\/a><\/p>\n

A. Dieuleveut, A. van Dooren, A. Cournane, V. Hacquard: Learning the force of modals: Sig<\/em> you guess what sig<\/em> means?<\/a><\/p>\n

R. Feiman, D. Barner: The acquisition of quantifiers: The universality and distributivity of each<\/em><\/a><\/p>\n

A. Fitch, S. Arunachalam, A. Lieberman: Learning words from context in ASL: Evidence from a Human Simulation Paradigm<\/a><\/p>\n

S. Floyd, C. Lew-Williams, A. Goldberg: Early word meanings are structured around similarity: Evidence from lexical processing<\/a><\/p>\n

Y. Fujiwara, H. Shimada: Acquisition of ellipsis: Phonology or syntax?<\/a><\/p>\n

D. Gagne, S. Goico, J. Pyers, M. Coppola: False belief understanding requires language experience, but its precursor abilities do not<\/a><\/p>\n

H. Getz, E. Newport: Privileged computations for closed-class items<\/a><\/p>\n

C. Goodwin, L. Prunier, D. Lillo-Martin: Parental sign input to Deaf children of Deaf parents: Vocabulary and syntax<\/a><\/p>\n

S. Granlund, J. Kolak, V. Vihman, F. Engelmann, B. Ambridge, J. Pine, A. Theakston, E. Lieven: A cross-linguistic study on the development of noun case marking in morphologically complex languages<\/a><\/p>\n

M. Gross, M. Kaushanskaya: Predictors of language control in bilingual children with low and typical language<\/a><\/p>\n

V. Hacquard, R. Dudley, J. Lidz: With or without \u201ctoo\u201d: Reasoning about people\u2019s questions and their presuppositions<\/a><\/p>\n

K. Hitczenko, R. Mazuka, M. Elsner, N. Feldman: Normalization may be ineffective for phonetic category learning<\/a><\/p>\n

H. Huang, S. Crain: When OR is assigned a conjunctive inference in child language<\/a><\/p>\n

H. Hwang, R. Mazuka, M. Takada: Enhancement of stop contrast or emergence of new targets? Implications on language development in Japanese<\/a><\/p>\n

E. Jimenez, E. Haebig, T. Hills: Deviant vocabulary development in children with Autism Spectrum Disorder<\/a><\/p>\n

A. Kholodova, M. Peter, C. Rowland, S. Allen: Implicit learning and surprisal effects in a structurally biased language: A developmental study<\/a><\/p>\n

J. Kotfila, J. de Villiers: When must<\/em> children acquire long distance Wh<\/em> extraction?<\/a><\/p>\n

E. Koulaguina, G. Legendre, I. Barri\u00e8re, I. Menu, E. Sivakumar, T. Nazzi: Suffixal subject-verb number agreement: The development of comprehension in French-learning toddlers from 30 to 36 months<\/a><\/p>\n

S. Lima: Acquisition of conjunctions in recursive and distributive scenarios: A production study in Yudja<\/a><\/p>\n

L. Lindsay, H. Branigan, H. Rabagliati: Catching your eye: Low-level perceptual cues influence preschoolers\u2019 sentence formulation<\/a><\/p>\n

C. Manetti, C. Contemori: The production of object relative clauses in Italian-speaking children: A syntactic priming study<\/a><\/p>\n

\u0160. Mat\u011bjka, F. Smol\u00edk: The validity of a parental-report measure for grammar assessment: Acquisition of verb and noun forms in Czech<\/a><\/p>\n

B. McMillan, L. Masek, S. Paterson, A. Ribner, K. Hirsh-Pasek, C. Blair: Early attention influences language development through parent-child interactions<\/a><\/p>\n

N. Meir, R. Bazes, M. Hartston, R. Novogrodsky: Theory of mind and pronoun use in bilingual and monolingual children with autism<\/a><\/p>\n

K. Miller, K. Moors: Building anticipation in real-time L2 processing: The use of grammatical gender in L2 French<\/a><\/p>\n

K. Montemurro, M. Flaherty, M. Coppola, S. Goldin-Meadow, D. Brentari: Grammaticalization of the body and space in Nicaraguan Sign Language<\/a><\/p>\n

S. Moran, S. Stoll: Variation sets in maximally diverse languages<\/a><\/p>\n

C. Nakamura, J. Harris, S. Jun, Y. Hirose: L2 adaptation to unreliable prosody during structural analysis: A visual world study<\/a><\/p>\n

L. Nishibayashi, R. Mazuka: Early consonant bias in recognizing segmented word forms in Japanese-learning infants<\/a><\/p>\n

A. Ohba, T. Sano, K. Yamakoshi: Children\u2019s acquisition of clefts revisited: New evidence from child Japanese<\/a><\/p>\n

T. Okuma: Acquisition of floating quantifiers by L1 English speakers of L2 Japanese<\/a><\/p>\n

Y. Oshima-Takane, K. Boyle: Toddlers\u2019 use of a third party\u2019s gaze information in verb-action mapping<\/a><\/p>\n

Z. Ovans, J. Novick, Y. Huang: Better to be reliable than early: Cognitive-control effects on developmental parsing<\/a><\/p>\n

D. Perszyk, S. Waxman: A language-specific processing system supports infants\u2019 language-cognition link<\/a><\/p>\n

Z. Qi, A. Nguyen, O. Ozernov-Palchik, S. Beach, S. May, J. Arciuli, J. Gabrieli: Statistical learning in reading development and reading impairment<\/a><\/p>\n

A. Santos, A. Jesus, S. Abalada: How do children interpret novel control verbs?<\/a><\/p>\n

H. Shimada, A. Ohba, R. Okada, K. Yamakoshi: The anti-reconstruction property of cleft constructions in child Japanese<\/a><\/p>\n

S. Simackova, K. Chladkova: Distributional learning is constrained by prior language experience<\/a><\/p>\n

F. Smol\u00edk: The status of the SVO word order in Czech children\u2019s productions<\/a><\/p>\n

M. Stegenwallner-Sch\u00fctz, F. Adani: Number marking helps children with and without Specific Language Impairment alleviate their difficulties with case marking alone: Evidence from object-initial sentences in German<\/a><\/p>\n

Y. Su, L. Naigles: Syntactic strength of the SVO word order in the general population of Mandarin-exposed preschool children with Autism Spectrum Disorders<\/a><\/p>\n

S. Tal, I. Arnon, M. Ariel: Children\u2019s task-related comprehension of or<\/em><\/a><\/p>\n

M. Talbott, J. Munson, G. Young, A. Estes, S. Rogers: Developmental sequence of gesture and expressive language milestone achievement in toddlers with ASD<\/a><\/p>\n

K. Tamasi, Q. Yow: Early onset of bilingualism and frequent language switching confers advantage in executive functioning: A study of two bilingual populations<\/a><\/p>\n

Z. Wang, X. Yang, R. Shi: Acquisition of unaccusativity in toddlers<\/a><\/p>\n

J. Zhu, A. Gavarr\u00f3: Early comprehension of canonical and non-canonical word orders in Mandarin<\/a><\/p>\n

B. Zurer Pearson, J. Jackson: Acquisition of a late-developing syntactic structure by African-American-English-speaking learners of the mainstream dialect<\/a><\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

Use the schedule grid below to browse abstracts from this year’s Boston University Conference on Language Development. Thursday | Friday | Saturday | Sunday Thursday, November 1 6:30 STUDENT WORKSHOP (East Balcony) \u201cHow to integrate open science into language acquisition research\u201d Christina Bergmann (Max Planck Institute for Psycholinguistics) Friday, November 2 9am-5pm BOOK EXHIBIT (Ziskind […]<\/p>\n","protected":false},"author":15277,"featured_media":0,"parent":36,"menu_order":8,"comment_status":"closed","ping_status":"closed","template":"","meta":[],"_links":{"self":[{"href":"https:\/\/www.bu.edu\/bucld\/wp-json\/wp\/v2\/pages\/4058"}],"collection":[{"href":"https:\/\/www.bu.edu\/bucld\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.bu.edu\/bucld\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.bu.edu\/bucld\/wp-json\/wp\/v2\/users\/15277"}],"replies":[{"embeddable":true,"href":"https:\/\/www.bu.edu\/bucld\/wp-json\/wp\/v2\/comments?post=4058"}],"version-history":[{"count":50,"href":"https:\/\/www.bu.edu\/bucld\/wp-json\/wp\/v2\/pages\/4058\/revisions"}],"predecessor-version":[{"id":4738,"href":"https:\/\/www.bu.edu\/bucld\/wp-json\/wp\/v2\/pages\/4058\/revisions\/4738"}],"up":[{"embeddable":true,"href":"https:\/\/www.bu.edu\/bucld\/wp-json\/wp\/v2\/pages\/36"}],"wp:attachment":[{"href":"https:\/\/www.bu.edu\/bucld\/wp-json\/wp\/v2\/media?parent=4058"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}