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  1.  35
    The discourse bases of relativization: An investigation of young German and English-speaking children's comprehension of relative clauses.Silke Brandt, Evan Kidd, Elena Lieven & Michael Tomasello - 2009 - Cognitive Linguistics 20 (3).
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  2.  21
    Iconicity affects children’s comprehension of complex sentences: The role of semantics, clause order, input and individual differences.Laura E. de Ruiter, Anna L. Theakston, Silke Brandt & Elena V. M. Lieven - 2018 - Cognition 171 (C):202-224.
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  3.  99
    What makes a complement false? Looking at the effects of verbal semantics and perspective in Mandarin children’s interpretation of complement-clause constructions and their false-belief understanding.Silke Brandt, Honglan Li & Angel Chan - 2023 - Cognitive Linguistics 1 (1):99-132.
    Research focusing on Anglo-European languages indicates that children’s acquisition of the subordinate structure of complement-clause constructions and the semantics of mental verbs facilitates their understanding of false belief, and that the two linguistic factors interact. Complement-clause constructions support false-belief development, but only when used with realis mental verbs like ‘think’ in the matrix clause (de Villiers, Jill. 2007. The interface of language and Theory of Mind.Lingua117(11). 1858–1878). In Chinese, however, only the semantics of mental verbs seems to play a facilitative (...)
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    Density and Distinctiveness in Early Word Learning: Evidence From Neural Network Simulations.Samuel David Jones & Silke Brandt - 2020 - Cognitive Science 44 (1).
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  5.  16
    The Role of Animacy in Children's Interpretation of Relative Clauses in English: Evidence From Sentence–Picture Matching and Eye Movements.Ross Macdonald, Silke Brandt, Anna Theakston, Elena Lieven & Ludovica Serratrice - 2020 - Cognitive Science 44 (8):e12874.
    Subject relative clauses (SRCs) are typically processed more easily than object relative clauses (ORCs), but this difference is diminished by an inanimate head‐noun in semantically non‐reversible ORCs (“The book that the boy is reading”). In two eye‐tracking experiments, we investigated the influence of animacy on online processing of semantically reversible SRCs and ORCs using lexically inanimate items that were perceptually animate due to motion (e.g., “Where is the tractor that the cow is chasing”). In Experiment 1, 48 children (aged 4;5–6;4) (...)
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  6.  25
    German children's productivity with simple transitive and complement-clause constructions: Testing the effects of frequency and variability.Silke Brandt, Arie Verhagen, Elena Lieven & Michael Tomasello - 2011 - Cognitive Linguistics 22 (2):325-357.
    The development of abstract schemas and productive rules in language is affected by both token and type frequencies. High token frequencies and surface similarities help to discover formal and functional commonalities between utterances and categorize them as instances of the same schema. High type frequencies and diversity help to develop slots in these schemas, which allow the production and comprehension of novel utterances. In the current study we looked at both token and type frequencies in two related constructions in German (...)
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  7.  7
    Putting Complement Clauses into Context: Testing the Effects of Story Context, False‐Belief Understanding, and Syntactic form on Children's and Adults’ Comprehension and Production of Complement Clauses.Silke Brandt, Stephanie Hargreaves & Anna Theakston - 2023 - Cognitive Science 47 (7):e13311.
    A key factor that affects whether and at what age children can demonstrate an understanding of false belief and complement‐clause constructions is the type of task used (whether it is implicit/indirect or explicit/direct). In the current study, we investigate, in an implicit/indirect way, whether children understand that a story character's belief can be true or false, and whether this understanding affects children's choice of linguistic structure to describe the character's belief or to explain the character's belief‐based action. We also measured (...)
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  8.  13
    Interactions between givenness and clause order in children’s processing of complex sentences.Laura E. de Ruiter, Elena V. M. Lieven, Silke Brandt & Anna L. Theakston - 2020 - Cognition 198 (C):104130.
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