Julian Pine
Biographic Data
| ID | 3843752 |
|---|---|
| NAME | Julian Pine |
| GIVEN NAMES | Julian |
| FAMILY NAME | Pine |
| SIGNATURE | PINE J |
| AFFILIATIONS | University of Liverpool |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1992 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Shifting toward progressive and balanced interaction
Children’s speech becomes longer and more complex as they develop, but the reasons for this have been insufficiently studied. This study examines how changing linguistic choices in children are linked to interactive factors by analysing Who-question sequences in Japanese child–caregiver conversations. The interactive factors in focus are progressivity and balanced joint activity, which are core aspects of conversational interaction. Our analysis …
Prime Surprisal as a Tool for Assessing Error-Based Learning Theories
Error-based learning theories of language acquisition are highly influential in language development research, yet the predictive learning mechanism they propose has proven difficult to test experimentally. Prime surprisal—the observation that structural priming is stronger following more surprising primes—has emerged as a promising methodology for resolving this issue as it tests a key prediction of error-based learning theories: surprising inpu…
Toddlers' Verb-Marking Errors Are Predicted by the Relative Frequency of Uninflected Sequences in Well-Formed Child-Directed Speech
Verb-marking errors such as she play football and daddy singing are a hallmark feature of English-speaking children's speech. We investigated the proposal that these errors are input-driven errors of commission arising from the high relative frequency of subject + unmarked verb sequences in well-formed child-directed speech. We tested this proposal via a preregistered corpus analysis and asked at what level the effects occur: Is it the relative f…
Verb argument structure overgeneralisations for the English intransitive and transitive constructions
We used a multi-method approach to investigate how children avoid (or retreat from) argument structure overgeneralisation errors (e.g., * You giggled me ). Experiment 1 investigated how semantic and statistical constraints (preemption and entrenchment) influence children’s and adults’ judgments of the grammatical acceptability of 120 verbs in transitive and intransitive sentences. Experiment 2 used syntactic priming to elicit overgeneralisation e…
The impact of shared book reading on children's language skills
Explaining quantitative variation in the rate of Optional Infinitive errors across languages
In this study, we use corpus analysis and computational modelling techniques to compare two recent accounts of the OI stage: Legate & Yang's (2007) Variational Learning Model and Freudenthal, Pine & Gobet's (2006) Model of Syntax Acquisition in Children. We first assess the extent to which each of these accounts can explain the level of OI errors across five different languages (English, Dutch, German, French and Spanish). We then differentiate b…
Productivity in early multiword utterances
No prominent works on this page.
Productivity in early multiword utterances
Explaining quantitative variation in the rate of Optional Infinitive errors across languages
In this study, we use corpus analysis and computational modelling techniques to compare two recent accounts of the OI stage: Legate & Yang's (2007) Variational Learning Model and Freudenthal, Pine & Gobet's (2006) Model of Syntax Acquisition in Children. We first assess the extent to which each of these accounts can explain the level of OI errors across five different languages (English, Dutch, German, French and Spanish). We then differentiate b…
The impact of shared book reading on children's language skills
Verb argument structure overgeneralisations for the English intransitive and transitive constructions
We used a multi-method approach to investigate how children avoid (or retreat from) argument structure overgeneralisation errors (e.g., * You giggled me ). Experiment 1 investigated how semantic and statistical constraints (preemption and entrenchment) influence children’s and adults’ judgments of the grammatical acceptability of 120 verbs in transitive and intransitive sentences. Experiment 2 used syntactic priming to elicit overgeneralisation e…
Prime Surprisal as a Tool for Assessing Error-Based Learning Theories
Error-based learning theories of language acquisition are highly influential in language development research, yet the predictive learning mechanism they propose has proven difficult to test experimentally. Prime surprisal—the observation that structural priming is stronger following more surprising primes—has emerged as a promising methodology for resolving this issue as it tests a key prediction of error-based learning theories: surprising inpu…
Toddlers' Verb-Marking Errors Are Predicted by the Relative Frequency of Uninflected Sequences in Well-Formed Child-Directed Speech
Verb-marking errors such as she play football and daddy singing are a hallmark feature of English-speaking children's speech. We investigated the proposal that these errors are input-driven errors of commission arising from the high relative frequency of subject + unmarked verb sequences in well-formed child-directed speech. We tested this proposal via a preregistered corpus analysis and asked at what level the effects occur: Is it the relative f…
Shifting toward progressive and balanced interaction
Children’s speech becomes longer and more complex as they develop, but the reasons for this have been insufficiently studied. This study examines how changing linguistic choices in children are linked to interactive factors by analysing Who-question sequences in Japanese child–caregiver conversations. The interactive factors in focus are progressivity and balanced joint activity, which are core aspects of conversational interaction. Our analysis …
Computer Science (5 works) · Language Development and Disorders (5 works) · Linguistics (5 works) · Psychology (4 works) · Mathematics (3 works) · Philosophy (3 works) · Phonetics and Phonology Research (3 works) · Verb (3 works) · Artificial Intelligence (2 works) · Cognitive psychology (2 works)