Dittmar, M., K. Abbot-Smith, E. Lieven and M. Tomasello: Children aged 2; 1 use transitive syntax to make a semantic-role interpretation in a pointing task. In: Journal of Child Language 38, 5, 1109-1123 (2011).
doi: 10.1017/S0305000910000747
Abbot-Smith, K. and M. Tomasello: The Influence of Frequency and Semantic Similarity on How Children Learn Grammar. In: First Language 30, 1, 79-101 (2010).
doi: 10.1177/0142723709350525
Stoll, S., K. Abbot-Smith and E. Lieven: Lexically Restricted Utterances in Russian, German, and English Child-Directed Speech. In: Cognitive Science 33, 1, 75-103 (2009).
doi: 10.1111/j.1551-6709.2008.01004.x
Abbot-Smith, K., E. Lieven and M. Tomasello: Graded representations in the acquisition of English and German transitive constructions. In: Cognitive Development 23, 1, 48-66 (2008).
doi: 10.1016/j.cogdev.2007.11.002
Dittmar, M., K. Abbot-Smith, E. Lieven and M. Tomasello: German Children’s Comprehension of Word Order and Case Marking in Causative Sentences. In: Child Development 79, 4, 1152-1167 (2008).
doi: 10.1111/j.1467-8624.2008.01181.x
Dittmar, M., K. Abbot-Smith, E. Lieven and M. Tomasello: Young German children's early syntactic competence: a preferential looking study. In: Developmental Science 11, 4, 575-582 (2008).
doi: 10.1111/j.1467-7687.2008.00703.x
Abbot-Smith, K. and M. Tomasello: Exemplar-learning and schematization in a usage-based account of syntactic acquisition. In: The Linguistic Review 23, 275-290 (2006).
Abbot-Smith, K. and H. Behrens: How Known Constructions Influence the Acquisition of Other Constructions : The German Passive and Future Constructions. In: Cognitive Science: A Multidisciplinary Journal 30, 6, 995-1026 (2006).
doi: 10.1207/s15516709cog0000_61
Abbot-Smith, K., E. Lieven and M. Tomasello: Training 2;6-year-olds to produce the transitive construction : the role of frequency, semantic similarity and shared syntactic distribution. In: Developmental Science 7, 1, 48-55 (2004).
Tomasello, M. and K. Abbot-Smith: A tale of two theories: Response to Fisher. In: Cognition 83, 207-214 (2002).
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