In press/submitted

Räsänen, S. H. M., Ambridge, B. & Pine, J. M. (in press). Infinitives or bare stems? Are English-speaking children defaulting to the highest frequency form? Journal of Child Language. [pdf]

Ambridge, B. (2013). How do children restrict their linguistic generalizations?: an (un-)grammaticality judgment study. Cognitive Science, 37 (3), 508-543. [pdf]

Ambridge, B., Pine, J. M, Rowland, C. F., Freudenthal, D.,  & Chang, F. (in press).  Avoiding dative overgeneralization errors: semantics, statistics or both? Language & Cognitive Processes. [pdf] [Appendices] [PO and DO dative corpus counts, semantic ratings]

Ambridge, B. (submitted). Island constraints and overgeneralization in language acquisition. Cognitive Linguistics. [pdf]

Published

Ambridge, B.,  & Rowland, C. F. (2013).  Experimental methods in studying child language acquisition. Wiley Interdisciplinary Reviews: Cognitive Science, 4, 149–168. [pdf]

Ambridge, B., Pine, J.M., Rowland, C.F., Chang, F.  & Bidgood, A. (2013).  The retreat from overgeneralization in child language acquisition: Word learning, morphology and verb argument structure. Wiley Interdisciplinary Reviews: Cognitive Science, 4: 47–62. [pdf]

Ambridge, B. (2013). Just who didn't eat what, exactly? Negation and universal quantification in the real world. Linguistic Approaches to Billingualism. [pdf]

Ambridge, B., Pine, J.M. & Rowland, C.F. (2012). Semantics versus statistics in the retreat from locative overgeneralization errors. Cognition, 123(2) 260–279. [pdf]

Ambridge, B., Pine, J. M., Rowland, C. F. & Chang, F. (2012). The roles of verb semantics, entrenchment and morphophonology in the retreat from dative argument structure overgeneralization errors. Language, 88(1) 45–81. [pdf]

Rowland, C.F., Chang, F., Ambridge, B., Pine, J. M., & Lieven, E.V.M. (2012). The development of abstract syntax: Evidence from structural priming and the lexical boost. Cognition, 125(1) 49–63. [pdf]

Ambridge, B. & Lieven, E.V.M., (2011) Child Language Acquisition: Contrasting theoretical approaches. Cambridge, UK: Cambridge University Press. [book preview]

Ambridge, B. (2011) Paradigms for assessing children’s knowledge of syntax and morphology in E. Hoff (ed.) Guide to Research Methods in Child Language. London: Blackwell-Wiley (pp 113-132). [pdf]

Ambridge, B., Pine, J.M. & Rowland, C.F., (2011). Children use verb semantics to retreat from overgeneralization errors: A novel verb grammaticality judgment study. Cognitive Linguistics, 22(2), 303–323. [pdf]

Ambridge, B. (2010). Children’s judgments of regular and irregular novel past tense forms: New data on the dual- versus single-route debate. Developmental Psychology 46(6), 1497-1504. [pdf]

Ambridge, B., Pine, J. M., Rowland, C. F., Jones, R.L, & Clark, V. (2009). A semantics-based approach to the ‘no negative-evidence’ problem Cognitive Science, 33(7), 1301-1316. [pdf]

Ambridge, B., & Rowland, C.F. (2009). Predicting children’s errors with negative questions: Testing a schema-combination account. Cognitive Linguistics, 20(2), 225-266. [pdf]

Ambridge, B., Pine, J.M., Rowland, C.F. & Young, C.R. (2008) The effect of verb semantic class and verb frequency (entrenchment) on children's and adults' graded judgements of argument-structure overgeneralization errors. Cognition. 106(1), 87-129. [pdf]

Ambridge, B., Rowland, C. F., & Pine, J. M. (2008). Is Structure Dependence an innate constraint? New experimental evidence from children's complex question production. Cognitive Science, 32(1), 222-255. [pdf]

Ambridge, B., & Goldberg, A., E. (2008). The island status of clausal complements: evidence in favor of an information structure explanation. Cognitive Linguistics, 19(3), 349-381. [pdf]

Ambridge, B. & Pine. J.M. (2006) Testing the Agreement/Tense Omission Model using an Elicited Imitation Paradigm. Journal of Child Language 33(4)879-898. [pdf]

Ambridge, B., Rowland, C. F., Theakston, A. & Tomasello, M. (2006) Comparing Different Accounts of Non-Inversion Errors in Children’s Non-Subject Wh-Questions: ‘What experimental data can tell us?’ Journal of Child Language 30(3) 519-557. [pdf]

Ambridge, B. Theakston, A., Lieven, E.V.M. & Tomasello, M. (2006) The Distributed Learning Effect for Children’s Acquisition of an Abstract Grammatical Construction. Cognitive Development 21, 174–193. [pdf]

Ambridge, B. (2004). Experimental investigations of the formation and restriction of abstract grammatical constructions in young children. Unpublished PhD Thesis, University of Manchester. [doc]

Gathercole, S.E., Pickering, S.J, Ambridge, B. & Waring, H. (2004) The Structure of Working Memory from 4-15 Years of Age. Developmental Psychology 40(2) 177-190. [pdf]

Book Reviews

Ambridge, B. (2010) Review of Gulzow and N. Gagarina (Eds). Frequency Effects in Language Acquisition: Defining the limits of frequency as an explanatory concept. Berlin: Mouton de Gruyter. Journal of Child Language, 37(2), 453-460. [pdf]

Ambridge, B. (2009) Review of Ninio, A. (2006) Language and the learning curve: A new theory of Syntactic Development: Oxford: Oxford University Press. Infant and Child Development, 18 102-104. [pdf]

Ambridge, B. (2009) Review of Hirsh-Pasek, K. & Golinkoff, R.M (2005) Action meets word: How children learn verbs. Oxford: Oxford University Press. Infant and Child Development, 18 99-101. [pdf]