BUCLD 35 Online Proceedings Supplement

Edited by Nick Danis, Kate Mesh, and Hyunsuk Sung
April 2011

The early recognition of verb affixes: evidence from Portuguese
Tatiana Bagetti, Letícia Maria Sicuro Corrêa Pontifical Catholic University of Rio de Janeiro
paper

ERP Correlates of Anomalous Morphosyntactic Processing in Adults and Children with Developmental Dyslexia
Chiara Cantiani, Maria Luisa Lorusso, Paolo Perego, Maria Teresa Guasti,
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The Role of Prosodic Information in L2 Speech Segmentation
Caitlin E. Coughlin and Annie Tremblay
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Early language experience facilitates gender processing in Spanish heritage speakers
Justin Davidson, Israel de la Fuente, Silvina Montrul, Rebecca Foote
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Prosodic Transfer at Different Levels of Structure: The L2 Acquisition of Spanish Plurals
Heather Goad, Lydia White and Joyce Bruhn de Garavito
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Anaphora Resolution in Basque: Null vs. Overt Subject Hura
Maialen Iraola Azpiroz and Maria José Ezeizabarrena Segurola
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Young Chinese-speaking Children’s Understanding of the Correspondence Between Verb Meaning and Argument Structure
Lu Jiang and Etsuko Haryu
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Move Over, Control Freaks: Syntactic Raising as a Cognitive Default
Susannah Kirby
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The dax is daxing the cheese: When do children acquire class extension rules for denominal verbs?
Marie Lippeveld and Yuriko Oshima-Takane
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Fluency Markers for Children’s Sentence Planning: Early and Late Stage Processing
Dana McDaniel, Cecile McKee, and Merrill F. Garrett
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2- and 3-Year-Olds’ Sensitivity to Pronoun Case in English Sentence Comprehension
Letitia R. Naigles, Caitlin Reynolds, & Aylin C. Küntay
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Modeling second language prosody acquisition: A dynamic systems theory approach
Emily Nava and Joseph Tepperman
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The Distinction between Case Markers and Postpositions in Early Child Japanese: New Evidence for Children’s Grammatical Conservatism
Koji Sugisaki
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Noun and Verb Learning in Mandarin-Acquiring 24-Month-Olds
Erin Leddon, Sudha Arunachalam, Sandra R. Waxman, Xiaolan Fu, Han Gong, and Lamei Wang
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Developmental Sensitivity to Sublexical Structure of the Word: Evidence From the  Yearlong Kindergarten Study.
Elena Zaretsky, Cynthia Core
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