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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 Page: 1 2 Hits 1 – 20 of 25 1 Quantifying Sources of Variability in Infancy Research Using the Infant-Directed-Speech Preference Bergmann, Christina; Nave, Karli M; Seidl, Amanda. - : SAGE Publications, 2021 BASE Show details 2 Quantifying Sources of Variability in Infancy Research Using the Infant-Directed-Speech Preference Frank, Michael,; Alcock, Katherine Jane; Arias-Trejo, Natalia... In: ISSN: 2515-2459 ; EISSN: 2515-2467 ; Advances in Methods and Practices in Psychological Science ; https://hal-univ-rennes1.archives-ouvertes.fr/hal-02509817 ; Advances in Methods and Practices in Psychological Science, [Thousand Oaks]: [SAGE Publications], 2020, 3 (1), pp.24-52. ⟨10.1177/2515245919900809⟩ (2020) BASE Show details 3 Quantifying Sources of Variability in Infancy Research Using the Infant-Directed-Speech Preference Frank, Michael C; Alcock, Katherine Jane; Arias-Trejo, Natalia... In: ADVANCES IN METHODS AND PRACTICES IN PSYCHOLOGICAL SCIENCE, vol 3, iss 1 (2020) BASE Show details 4 A Collaborative Approach to Infant Research: Promoting Reproducibility, Best Practices, and Theory-Building. Lew-Williams, Casey; Levelt, Claartje; Rabagliati, Hugh. - : Wiley, 2020 BASE Show details 5 Quantifying sources of variability in infancy research using the infant-directed-speech preference Krieger, Andrea A.; Alcock, Katherine J.; Levelt, Claartje. - : U.S., Sage Publications, 2020 BASE Show details 6 Building a collaborative psychological science : lessons Learned from ManyBabies 1 Byers-Heinlein, Krista; Bergmann, Christina; Davies, Catherine. - : U.S., American Psychological Association, 2020 BASE Show details 7 Partial Truths: Adults Choose to Mention Agents and Patients in Proportion to Informativity, Even If It Doesn’t Fully Disambiguate the Message Kline, Melissa; Schulz, Laura E; Gibson, Edward A In: MIT Press (2019) BASE Show details 8 Young children choose informative referring expressions to describe the agents and patients of transitive events ... Kline, Melissa; Gibson, Edward; Schulz, Laura. - : PsyArXiv, 2018 BASE Show details 9 Partial Truths: Adults choose to mention agents and patients in proportion to informativity, even if it doesn’t fully disambiguate the message (Kline, Schulz & Gibson) ... Kline, Melissa; Schulz, Laura; Gibson, Edward. - : PsyArXiv, 2017 BASE Show details 10 Linking language and events: Spatiotemporal cues drive children's expectations about the meanings of novel transitive verbs ... Kline, Melissa; Snedeker, Jesse; Schulz, Laura. - : PsyArXiv, 2017 BASE Show details 11 Linking Language and Events: Spatiotemporal Cues Drive Children’s Expectations About the Meanings of Novel Transitive Verbs ... Kline, Melissa; Snedeker, Jesse; Schulz, Laura. - : Taylor & Francis, 2017 BASE Show details 12 Linking Language and Events: Spatiotemporal Cues Drive Children’s Expectations About the Meanings of Novel Transitive Verbs ... Kline, Melissa; Snedeker, Jesse; Schulz, Laura. - : Taylor & Francis, 2017 BASE Show details 13 Preprint-Word order patterns in gesture are sensitive to modality-specific production constraints ... Kline, Melissa; Salinas, Miguel; Lim, Eunice. - : PsyArXiv, 2017 BASE Show details 14 A Collaborative Approach to Infant Research: Promoting Reproducibility, Best Practices, and Theory-Building Frank, Michael C.; Bergelson, Elika; Bergmann, Christina. - 2017 BASE Show details 15 Linking Language and Events: Spatiotemporal Cues Drive Children’s Expectations About the Meanings of Novel Transitive Verbs Kline, Melissa; Snedeker, Jesse; Schulz, Laura E In: Prof. Shultz (2016) BASE Show details 16 Linking Language and Events: Spatiotemporal Cues Drive Children’s Expectations About the Meanings of Novel Transitive Verbs ... Kline, Melissa; Snedeker, Jesse; Schulz, Laura. - : Figshare, 2016 BASE Show details 17 Linking Language and Events: Spatiotemporal Cues Drive Children’s Expectations About the Meanings of Novel Transitive Verbs ... Kline, Melissa; Snedeker, Jesse; Schulz, Laura. - : Figshare, 2016 BASE Show details 18 Linking Language and Events: Spatiotemporal Cues Drive Children’s Expectations About the Meanings of Novel Transitive Verbs ... Kline, Melissa; Snedeker, Jesse; Schulz, Laura. - : Taylor & Francis, 2016 BASE Show details 19 Linking Language and Events: Spatiotemporal Cues Drive Children’s Expectations About the Meanings of Novel Transitive Verbs Kline, Melissa Elizabeth; Snedeker, Jesse; Schulz, Laura. - : Informa UK Limited, 2016 BASE Show details 20 Who did what to whom : developmental perspectives on the meaning and communication of transitive events ; Developmental perspectives on the meaning and communication of transitive events Kline, Melissa (Melissa Elizabeth). - : Massachusetts Institute of Technology, 2015 Abstract: Thesis: Ph. D., Massachusetts Institute of Technology, Department of Brain and Cognitive Sciences, 2015. ; Cataloged from PDF version of thesis. ; Includes bibliographical references (pages 112-126). ; Human language is notable for its expressivity; syntax is powerful and allows for potentially unlimited new sentences. But even simple transitive sentences like "I broke the lamp" provide a sophisticated tool for communication, capture the basic building blocks of syntax and semantics that are widely agreed to be part of our linguistic capacity like agent or subject. With this relatively simple machinery, we are able to move a cognitive representation of an event from one person's head to another. How is this possible? In this dissertation, I examine both adult and child language to understand this capacity. Paper 1 examines the link between non-linguistic cognition and preschoolers' expectations about the meaning of novel verbs. We find that even though transitive verbs can refer to many event types, 3- and 4-year-olds are more likely to associate them with scenes with spatiotemporal features indicating causation. Papers 2 and 3 ask a second question: how do people organize language to facilitate communication? Paper 2 probes how adults order the basic elements (Subject, Verb, Object) in a task that appears to be independent of native language constraints, and tests whether the content of the message leads gesturers to reorganize their utterances. Paper 3 asks whether adults and children are aware that the relative informativity of arguments depends on context, and whether they can successfully make decisions in a novel communication task. By limiting the expression of transitive sentences to just two words (e.g. MONKEY EAT), we discover which elements people consider to be most informative. Both adults and children flexibly adjust their expectations about informative sentences according to which arguments are the most ambiguous in context. Together, these case studies help us understand how human language accomplishes its communicative goals, both in terms of the cognitive representations recruited for processing complex events in language, and the strategies used for expressing them. Whatever the formal nature of the representations involved in syntax and semantics, they must ultimately allow us to form predicates over nonlinguistic representations of the world, and they must support the kinds of pragmatic inferences that we know people can make. ; by Melissa Kline. ; Ph. D. Keyword: Brain and Cognitive Sciences URL: http://hdl.handle.net/1721.1/100871 BASE Hide details Page: 1 2

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