Kirsten Abbot-Smith
Kirsten Abbot-Smith
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Cited by
Exemplar-learning and schematization in a usage-based account of syntactic acquisition
K Abbot-Smith, M Tomasello
Walter de Gruyter 23 (3), 275-290, 2006
German children’s comprehension of word order and case marking in causative sentences
M Dittmar, K Abbot‐Smith, E Lieven, M Tomasello
Child development 79 (4), 1152-1167, 2008
Individual differences in children’s pragmatic ability: A review of associations with formal language, social cognition, and executive functions
D Matthews, H Biney, K Abbot-Smith
Language Learning and Development 14 (3), 186-223, 2018
How known constructions influence the acquisition of other constructions: The German passive and future constructions
K Abbot‐Smith, H Behrens
Cognitive Science 30 (6), 995-1026, 2006
How much exposure to English is necessary for a bilingual toddler to perform like a monolingual peer in language tests?
A Cattani, K Abbot‐Smith, R Farag, A Krott, F Arreckx, I Dennis, C Floccia
International journal of language & communication disorders 49 (6), 649-671, 2014
What preschool children do and do not do with ungrammatical word orders
K Abbot-Smith, E Lieven, M Tomasello
Cognitive Development 16 (2), 679-692, 2001
A tale of two theories: Response to Fisher
M Tomasello, K Abbot-Smith
Cognition 83 (2), 207-214, 2002
Young German children's early syntactic competence: A preferential looking study
M Dittmar, K Abbot‐Smith, E Lieven, M Tomasello
Developmental science 11 (4), 575-582, 2008
Lexically Restricted Utterances in Russian, German, and English Child‐Directed Speech
S Stoll, K Abbot‐Smith, E Lieven
Cognitive Science 33 (1), 75-103, 2009
Graded representations in the acquisition of English and German transitive constructions
K Abbot-Smith, E Lieven, M Tomasello
Cognitive Development 23 (1), 48-66, 2008
Training 2; 6‐year‐olds to produce the transitive construction: The role of frequency, semantic similarity and shared syntactic distribution
K Abbot‐Smith, E Lieven, M Tomasello
Developmental science 7 (1), 48-55, 2004
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
K Abbot-Smith, F Chang, C Rowland, H Ferguson, J Pine
PloS one 12 (10), e0186129, 2017
A meta-analysis and critical review of prospective memory in autism spectrum disorder
J Landsiedel, DM Williams, K Abbot-Smith
Journal of Autism and Developmental Disorders 47, 646-666, 2017
The influence of frequency and semantic similarity on how children learn grammar
K Abbot-Smith, M Tomasello
First Language 30 (1), 79-101, 2010
Familiar verbs are not always easier than novel verbs: How German pre‐school children comprehend active and passive sentences
M Dittmar, K Abbot‐Smith, E Lieven, M Tomasello
Cognitive science 38 (1), 128-151, 2014
Children aged 2; 1 use transitive syntax to make a semantic-role interpretation in a pointing task
M Dittmar, K Abbot-Smith, E Lieven, M Tomasello
Journal of Child Language 38 (5), 1109-1123, 2011
“Sure I’ll help—I’ve just been sitting around doing nothing at school all day”: Cognitive flexibility and child irony interpretation
M Zajączkowska, K Abbot-Smith
Journal of Experimental Child Psychology 199, 104942, 2020
Using parental questionnaires to investigate the heritage language proficiency of bilingual children
K Abbot-Smith, P Morawska-Patera, M Łuniewska, M Spruce, E Haman
Child Language Teaching and Therapy 34 (2), 155-170, 2018
Is verbal reference impaired in autism spectrum disorder? A systematic review
L Malkin, K Abbot-Smith, D Williams
Autism & Developmental Language Impairments 3, 2396941518763166, 2018
V: General discussion
C Floccia, TD Sambrook, C Delle Luche, R Kwok, J Goslin, L White, ...
Monographs of the Society for Research in Child Development 83 (1), 68-80, 2018
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