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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: Supplementary material

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

2019

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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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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

Volltextzugriff (PDF)

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, 2022-11, p.1-34

2022

Volltextzugriff (PDF)

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

Language (Baltimore), 2019

Pearl, Lisa

2019

Volltextzugriff (PDF)

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

Volltextzugriff (PDF)

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

Volltextzugriff (PDF)

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

Volltextzugriff (PDF)

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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Language in mind: An introduction to psycholinguistics by Julie Sedivy (review)

Language (Baltimore), 2015-12, Vol.91 (4), p.e181-e183

2015

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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: Supplementary material

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

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

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

Language in mind: An introduction to psycholinguistics by Julie Sedivy (review)

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