K. Abbot-Smith

发表

A tale of two theories: response to Fisher

M. Tomasello, K. Abbot-Smith, 2002, Cognition.

Training 2;6-year-olds to produce the transitive construction: the role of frequency, semantic similarity and shared syntactic distribution.

M. Tomasello, E. Lieven, K. Abbot-Smith, 2004, Developmental science.

Young German children's early syntactic competence: a preferential looking study.

M. Tomasello, E. Lieven, K. Abbot-Smith, 2008, Developmental science.

What preschool children do and do not do with ungrammatical word orders

M. Tomasello, E. Lieven, K. Abbot-Smith, 2001 .

Vocabulary of 2-Year-Olds Learning English and an Additional Language: Norms and Effects of Linguistic Distance

Thomas D. Sambrook, C. Rowland, K. Abbot-Smith, 2018 .

Research Report HowmuchexposuretoEnglishisnecessaryforabilingualtoddlertoperform like a monolingual peer in language tests

K. Abbot-Smith, I. Dennis, A. Krott, 2014 .

How much exposure to English is necessary for a bilingual toddler to perform like a monolingual peer in language tests?

K. Abbot-Smith, I. Dennis, A. Krott, 2014, International journal of language & communication disorders.

I: INTRODUCTION.

Thomas D. Sambrook, C. Rowland, K. Abbot-Smith, 2018, Monographs of the Society for Research in Child Development.

Is verbal reference impaired in autism spectrum disorder? A systematic review

K. Abbot-Smith, David M Williams, Louise Malkin, 2018 .

Individual Differences in Children’s Pragmatic Ability: A Review of Associations with Formal Language, Social Cognition, and Executive Functions

Danielle E. Matthews, K. Abbot-Smith, Hannah Biney, 2018 .

The role of timing and prototypical causality on how preschoolers fast-map novel verb meanings

K. Abbot-Smith, M. Imai, S. Durrant, 2017 .

How children aged 2;6 tailor verbal expressions to interlocutor informational needs*

K. Abbot-Smith, H. Ferguson, M. Forrester, 2015, Journal of Child Language.

How do three-year-olds use relevance inferencing to interpret indirect speech

Danielle E. Matthews, K. Abbot-Smith, Cornelia Schulze, 2021 .

Grammar The Influence of Frequency and Semantic Similarity on How Children

M. Tomasello, K. Abbot-Smith, 2010 .

Language disorders and autism: Implications for usage-based theories of language development

K. Abbot-Smith, 2020 .

III: ANALYSES AND RESULTS FOR STUDY 1: ESTIMATING THE EFFECT OF LINGUISTIC DISTANCE ON VOCABULARY DEVELOPMENT.

Andrea Krott, Kirsten Abbot-Smith, Kim Plunkett, 2018, Monographs of the Society for Research in Child Development.

Graded representations in the acquisition of English and German transitive constructions

Kirsten Abbot-Smith, Michael Tomasello, Elena Lieven, 2008 .

How Known Constructions Influence the Acquisition of Other Constructions: The German Passive and Future Constructions

Kirsten Abbot-Smith, Heike Behrens, K. Abbot-Smith, 2006, Cogn. Sci..

A Meta-Analysis and Critical Review of Prospective Memory in Autism Spectrum Disorder

K. Abbot-Smith, David M Williams, Julia Landsiedel, 2017, Journal of autism and developmental disorders.

Can early years professionals determine which preschoolers have comprehension delays? A comparison of two screening tools

K. Abbot-Smith, Emily Seager, 2017 .

Vocabulary acquisition in bilingual children: Are they more delayed in English than their monolingual peers? Does this depend on input of language?

Kirsten Abbot-Smith, Drake Circus, Caroline Floccia, 2010 .

Using shared knowledge to determine ironic intent; a conversational response paradigm

Christina S. Kim, K. Abbot-Smith, Maria Zajączkowska, 2020, Journal of Child Language.

Using parental questionnaires to investigate the heritage language proficiency of bilingual children

K. Abbot-Smith, E. Haman, Magdalena Łuniewska, 2018, Child Language Teaching and Therapy.

Exemplar-learning and schematization in a usage-based account of syntactic acquisition

Kirsten Abbot-Smith, Michael Tomasello, M. Tomasello, 2006 .

German children's comprehension of word order and case marking in causative sentences.

Kirsten Abbot-Smith, Michael Tomasello, Elena Lieven, 2008, Child development.

Language disorders and autism

K. Abbot-Smith, 2020, Current Perspectives on Child Language Acquisition.

When do Children with Autism Spectrum Disorder Take Common Ground into Account During Communication?

K. Abbot-Smith, David M Williams, Louise Malkin, 2018, Autism research : official journal of the International Society for Autism Research.

‘What’s new for you?’: Interlocutor-specific perspective-taking and language interpretation in autistic and neuro-typical children

Danielle E. Matthews, K. Abbot-Smith, David M Williams, 2020, Research in Autism Spectrum Disorders.

‘ What ’ s new for you ? ’ : Interlocutor-specific perspective-taking and language interpretation in children with autism

Danielle E. Matthews, K. Abbot-Smith, David M Williams, 2022 .

Lexically Restricted Utterances in Russian, German, and English Child-Directed Speech

Kirsten Abbot-Smith, Elena Lieven, Sabine Stoll, 2009, Cogn. Sci..

"Sure I'll help-I've just been sitting around doing nothing at school all day": Cognitive flexibility and child irony interpretation.

K. Abbot-Smith, Maria Zajączkowska, 2020, Journal of experimental child psychology.

Children aged 2 ; 1 use transitive syntax to make a semantic-role interpretation in a pointing task.

MICHAEL TOMASELLO, M. Tomasello, E. Lieven, 2011, Journal of child language.

Familiar Verbs Are Not Always Easier Than Novel Verbs: How German Pre-School Children Comprehend Active and Passive Sentences

Kirsten Abbot-Smith, Michael Tomasello, Elena Lieven, 2014, Cogn. Sci..

Do two and three year old children use an incremental first-NP-as-agent bias to process active transitive and passive sentences?: A permutation analysis

Kirsten Abbot-Smith, Franklin Chang, Julian Pine, 2017, PloS one.

Topic maintenance in social conversation: What children need to learn and evidence this can be taught

K. Abbot-Smith, J. Dockrell, Charlotte Wilson, 2023, First Language.

Exemplar learning and schematization in language development

K. Abbot-Smith, E. Kidd, 2012 .

Vocabulary of 2-year-olds learning English and an additional language: norms and effects of linguistic distance. V:GENERAL DISCUSSION

C. Rowland, K. Abbot-Smith, K. Plunkett, 2018 .

The constructionist approach offers a useful lens on language learning in autistic individuals: Response to Kissine

Jozina Vander Klok, K. Abbot-Smith, Adele E. Goldberg, 2021, Language.

Epistemologies

Adam A. Augustine, Sii Ching Hii, Shawn W. Ell, 2021, Literature and Medicine.

How set switching affects the use of context-appropriate language by autistic and neuro-typical children

K. Abbot-Smith, Louise Malkin, 2021, Autism : the international journal of research and practice.

Word order, referential expression, and case cues to the acquisition of transitive sentences in Italian*

K. Abbot-Smith, L. Serratrice, KIRSTEN ABBOT-SMITH, 2013, Journal of Child Language.

The Influence of Frequency and Semantic Similarity on How Children Learn Grammar

Kirsten Abbot-Smith, Michael Tomasello, M. Tomasello, 2010 .

Assessing pragmatic language difficulties using the Revised Children's Communication Checklist‐2. Exploratory structural equation modeling and associations with restricted and repetitive behaviors

K. Abbot-Smith, S. Leekam, S. V. van Goozen, 2024, Autism research : official journal of the International Society for Autism Research.

Children aged 2 ; 1 use transitive syntax to make a semantic-role interpretation in a pointing task.

M. Tomasello, E. Lieven, K. Abbot-Smith, 2011, Journal of child language.