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Comparing solutions to the linking problem using an integrated quantitative framework of language acquisition

Language (Baltimore), 2019-12

2019

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Fusion is great, and interpretable fusion could be exciting for theory generation: Response to Pater

Language (Baltimore), 2019-03, Vol.95 (1), p.e109-e114

Pearl, Lisa S

2019

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Leveraging monolingual developmental techniques to better understand heritage languages

Bilingualism (Cambridge, England), 2020-01, Vol.23 (1), p.39-40

Pearl, Lisa S.

2020

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Comparing solutions to the linking problem using an integrated quantitative framework of language acquisition

Language (Baltimore), 2019, Vol.95 (4), p.583-611

2019

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Comparing solutions to the linking problem using an integrated quantitative framework of language acquisition: Supplementary material

Language (Baltimore), 2019, Vol.95 (4)

2019

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Computational Modeling for Language Acquisition: A Tutorial with Syntactic Islands

Journal of speech, language, and hearing research, 2015-06, Vol.58 (3), p.740-753

2015

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Computational cognitive modeling for syntactic acquisition: Approaches that integrate information from multiple places

Journal of child language, 2023-11, Vol.50 (6), p.1353-1373

PEARL, Lisa

2023

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THE ROLE OF INDIRECT POSITIVE EVIDENCE IN SYNTACTIC ACQUISITION: A LOOK AT ANAPHORIC "ONE"

Language (Baltimore), 2016-03, Vol.92 (1), p.1-30

2016

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Theory and predictions for the development of morphology and syntax: A Universal Grammar + statistics approach

Journal of child language, 2021-09, Vol.48 (5), p.907-936

Pearl, Lisa

2021

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The role of indirect positive evidence in syntactic acquisition: A look at anaphoric one: Supplementary Material

Language (Baltimore), 2016-03, Vol.92 (1)

2016

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Poverty of the Stimulus Without Tears

Language learning and development, 2022-10, Vol.18 (4), p.415-454

Pearl, Lisa

2022

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When pragmatics matters more for truth-value judgments: An investigation of quantifier scope ambiguity

Glossa (London), 2021-10, Vol.6 (1)

2021

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A new way to identify if variation in children's input could be developmentally meaningful: Using computational cognitive modeling to assess input across socio-economic status for syntactic islands

Journal of child language, 2024-07, Vol.51 (4), p.800-833

2024

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Fusion is great, and interpretable fusion could be exciting for theory generation: Response to Pater

Language (Baltimore), 2019

Pearl, Lisa

2019

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When Unbiased Probabilistic Learning Is Not Enough: Acquiring a Parametric System of Metrical Phonology

Language acquisition, 2011-04, Vol.18 (2), p.87-120

Pearl, Lisa S.

2011

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Theory and predictions for the development of morphology and syntax: A Universal Grammar + statistics approach

Journal of child language, 2021-01, p.1

Pearl, Lisa

2021

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Can you read my mindprint?: Automatically identifying mental states from language text using deeper linguistic features

Interaction studies, 2014-01, Vol.15 (3), p.359-387

2014

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Evaluating learning-strategy components: Being fair (Commentary on Ambridge, Pine, and Lieven)

Language (Baltimore), 2014-09, Vol.90 (3), p.e107-e114

Pearl, Lisa

2014

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The Nominal Nature of Where, When, and How: Evidence from Free Relatives

Linguistic inquiry, 2009-01, Vol.40 (1), p.155-164

2009

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The link between lexical semantic features and children's comprehension of English verbal be-passives

Language acquisition, 2021-10, Vol.28 (4), p.433-450

2021

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Using linguistically defined specific details to detect deception across domains

Natural language engineering, 2020-05, Vol.26 (3), p.349-373

2020

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The Utility of Cognitive Plausibility in Language Acquisition Modeling: Evidence From Word Segmentation

Cognitive science, 2015-11, Vol.39 (8), p.1824-1854

2015

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The acquisition of linking theories: A Tolerance and Sufficiency Principle approach to deriving UTAH and rUTAH

Language acquisition, 2021-07, Vol.28 (3), p.294-325

2021

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Evaluation, use, and refinement of knowledge representations through acquisition modeling

Language acquisition, 2017-04, Vol.24 (2), p.126-147

Pearl, Lisa

2017

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Syntactic Islands and Learning Biases: Combining Experimental Syntax and Computational Modeling to Investigate the Language Acquisition Problem

Language acquisition, 2013-01, Vol.20 (1), p.23-68

2013

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Comparing solutions to the linking problem using an integrated quantitative framework of language acquisition

Fusion is great, and interpretable fusion could be exciting for theory generation: Response to Pater

Leveraging monolingual developmental techniques to better understand heritage languages

Comparing solutions to the linking problem using an integrated quantitative framework of language acquisition

Comparing solutions to the linking problem using an integrated quantitative framework of language acquisition: Supplementary material

Computational Modeling for Language Acquisition: A Tutorial with Syntactic Islands

Computational cognitive modeling for syntactic acquisition: Approaches that integrate information from multiple places

THE ROLE OF INDIRECT POSITIVE EVIDENCE IN SYNTACTIC ACQUISITION: A LOOK AT ANAPHORIC "ONE"

Theory and predictions for the development of morphology and syntax: A Universal Grammar + statistics approach

The role of indirect positive evidence in syntactic acquisition: A look at anaphoric one: Supplementary Material

Poverty of the Stimulus Without Tears

When pragmatics matters more for truth-value judgments: An investigation of quantifier scope ambiguity

A new way to identify if variation in children's input could be developmentally meaningful: Using computational cognitive modeling to assess input across socio-economic status for syntactic islands

Fusion is great, and interpretable fusion could be exciting for theory generation: Response to Pater

When Unbiased Probabilistic Learning Is Not Enough: Acquiring a Parametric System of Metrical Phonology

Theory and predictions for the development of morphology and syntax: A Universal Grammar + statistics approach

Can you read my mindprint?: Automatically identifying mental states from language text using deeper linguistic features

Evaluating learning-strategy components: Being fair (Commentary on Ambridge, Pine, and Lieven)

The Nominal Nature of Where, When, and How: Evidence from Free Relatives

The link between lexical semantic features and children's comprehension of English verbal be-passives

Using linguistically defined specific details to detect deception across domains

The Utility of Cognitive Plausibility in Language Acquisition Modeling: Evidence From Word Segmentation

The acquisition of linking theories: A Tolerance and Sufficiency Principle approach to deriving UTAH and rUTAH

Evaluation, use, and refinement of knowledge representations through acquisition modeling

Syntactic Islands and Learning Biases: Combining Experimental Syntax and Computational Modeling to Investigate the Language Acquisition Problem

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