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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 6 of 6 1 English-speaking preschoolers can use phrasal prosody for syntactic parsing De Carvalho, Alex; Lidz, Jeffry; Tieu, Lyn (R19168). - : U.S., A I P Publishing, 2016 BASE Show details 2 Children's knowledge of free choice inferences and scalar implicatures Tieu, Lyn (R19168); Romoli, Jacopo; Zhou, Peng. - : U.K., Oxford University Press, 2016 BASE Show details 3 Contrastive focus in children acquiring English and ASL : cues of prominence Gokgoz, Kadir; Bogomolets, Ksenia; Tieu, Lyn (R19168). - : U.S., Cascadilla Proceedings Project, 2016 BASE Show details 4 NPI licensing and beyond : children’s knowledge of the semantics of any Tieu, Lyn (R19168); Lidz, Jeffrey. - : U.S., Routledge, 2016 BASE Show details 5 Input versus output in the acquisition of negative polarity : the curious case of any Tieu, Lyn (R19168). - : Switzerland, Springer, 2016 Abstract: This paper draws on the simple observation that young children acquire the constraints on negative polarity items (NPIs) with relative ease and speed, and, against the backdrop of existing theoretical proposals about licensing, identifies a fundamental learning puzzle. We will begin with an overview of the methods that have been used to tap into normally-developing English-speaking children’s knowledge of NPI any; such methods have revealed evidence of adult-like knowledge of the licensing condition on any in children as young as 2–3 years of age. To address the question of how children get to this stage, I examine samples of caregiver input, and discuss how they reveal different kinds of evidence for any’s restricted distribution and its licensers. Importantly however, I argue that the caregiver input does not provide direct evidence of the underlying semantics of any. If only a subset of what must be acquired is present in the input, we are left with a puzzling learning problem about how children arrive at the target representation of NPIs such as any. Keyword: caregivers; children; English language; language acquisition; polarity; XXXXXX - Unknown URL: https://doi.org/10.1007/978-3-319-17464-8_14 http://handle.westernsydney.edu.au:8081/1959.7/uws:44449 BASE Hide details 6 Understanding behaviours and roles for social and adaptive robots in education : teacher's perspective Ahmad, Muneeb I. (R18612); Mubin, Omar (R17188); Orlando, Joanne (R12293). - : U.S., ACM Press, 2016 BASE Show details

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