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Caroline F. Rowland

Caroline F. Rowland

D-Index & Metrics

Social Sciences and Humanities

D-Index
42
Citations
7064
World Ranking
4774
National Ranking
192

Overview

Caroline F. Rowland is affiliated with Radboud University in the Netherlands and specializes primarily in the field of psychology, with a notable focus on developmental and educational psychology. Their work extends into cognitive neuroscience, language and linguistics, education, and experimental and cognitive psychology.

The core areas of research for Caroline F. Rowland relate to language development and disorders, reading and literacy development, child and animal learning development, neurobiology of language and bilingualism, hearing impairment and communication, child development and digital technology, and language, discourse, and communication strategies.

Rowland's recent publications include:

  • "A thorough evaluation of the Language Environment Analysis (LENA) system" (2020) published in Behavior Research Methods
  • "Do the Eyes Have It? A Systematic Review on the Role of Eye Gaze in Infant Language Development" (2021) in Frontiers in Psychology
  • "Everyday language input and production in 1,001 children from six continents" (2023) in Proceedings of the National Academy of Sciences
  • "The Impact of Interactive Shared Book Reading on Children's Language Skills: A Randomized Controlled Trial" (2020) in Journal of Speech Language and Hearing Research
  • "Non-adjacent dependency learning in infancy, and its link to language development" (2020) in Cognitive Psychology

Frequent co-authors in Rowland's publications include:

  • Julián M. Pine
  • Andrew Jessop
  • Amy Bidgood
  • Michelle Peter
  • Samantha Durrant

Rowland's work is published in venues such as:

  • Language and Cognition
  • Behavior Research Methods
  • Journal of Child Language
  • Journal of Experimental Child Psychology
  • Board & Administrator for Administrators Only

Best Publications

  • The role of performance limitations in the acquisition of verb-argument structure: an alternative account.

    Anna L. Theakston;Elena V. M. Lieven;Julian M. Pine;Caroline F. Rowland

  • The ubiquity of frequency effects in first language acquisition

    Ben Ambridge;Evan Kidd;Caroline F. Rowland;Anna L. Theakston

  • The development of abstract syntax: evidence from structural priming and the lexical boost.

    Caroline F. Rowland;Franklin Chang;Ben Ambridge;Julian M. Pine

  • The effect of verb semantic class and verb frequency (entrenchment) on children’s and adults’ graded judgements of argument-structure overgeneralization errors

    Ben Ambridge;Julian M. Pine;Caroline F. Rowland;Chris R. Young

  • The impact of shared book reading on children's language skills: A meta-analysis

    Claire Noble;Giovanni Sala;Michelle Peter;Jamie Lingwood

  • Comparing different models of the development of the English verb category

    Julian M. Pine;Elena V. M. Lieven;Caroline F. Rowland

  • Subject-auxiliary inversion errors and wh-question acquisition: 'what children do know'?

    Caroline F. Rowland;Julian M. Pine

  • Diversity not quantity in caregiver speech: Using computational modeling to isolate the effects of the quantity and the diversity of the input on vocabulary growth.

    Gary Jones;Caroline F. Rowland;Caroline F. Rowland

  • Determinants of acquisition order in wh-questions: re-evaluating the role of caregiver speech.

    Caroline F. Rowland;Julian M. Pine;Elena V. M. Lieven;Anna L. Theakston

  • Semantic generality, input frequency and the acquisition of syntax

    Anna L. Theakston;Elena V.M. Lieven;Julian M. Pine;Caroline F. Rowland

  • When and how do children develop knowledge of verb argument structure? Evidence from verb bias effects in a structural priming task

    Michelle Peter;Franklin Chang;Julian M. Pine;Ryan Blything

  • Explaining errors in children’s questions

    Caroline F. Rowland

  • Understanding Child Language Acquisition

    Caroline F. Rowland

  • Comprehension of Argument Structure and Semantic Roles: Evidence from English-Learning Children and the Forced-Choice Pointing Paradigm

    Claire H. Noble;Caroline F. Rowland;Julian M. Pine

  • Experimental methods in studying child language acquisition

    Ben Ambridge;Caroline F. Rowland

  • Observational and checklist measures of vocabulary composition: what do they mean?*

    Julian M. Pine;Elena V.M. Lieven;Caroline F. Rowland

  • Going, going, gone: the acquisition of the verb 'go'.

    Anna L. Theakston;Elena V. M. Lieven;Julian M. Pine;Caroline F. Rowland

  • A thorough evaluation of the Language Environment Analysis (LENA) system

    Alejandrina Cristia;Marvin Lavechin;Camila Scaff;Melanie Soderstrom

  • Children's comprehension of sentences with focus particles

    Kevin B Paterson;Simon Paul Liversedge;Caroline Rowland;Ruth Filik

  • Comparing different accounts of inversion errors in children's non-subject wh-questions: 'What experimental data can tell us?'.

    Ben Ambridge;Caroline F. Rowland;Anna L. Theakston;Michael Tomasello

  • Do the Eyes Have It? A Systematic Review on the Role of Eye Gaze in Infant Language Development.

    Melis Çetinçelik;Caroline F. Rowland;Caroline F. Rowland;Tineke M. Snijders;Tineke M. Snijders

  • Semantics versus statistics in the retreat from locative overgeneralization errors.

    Ben Ambridge;Julian M. Pine;Caroline F. Rowland

Frequent Co-Authors

Julian M. Pine
Julian M. Pine University of Liverpool
Ben Ambridge
Ben Ambridge University of Liverpool
Anna L. Theakston
Anna L. Theakston University of Manchester
Elena Lieven
Elena Lieven University of Manchester
Padraic Monaghan
Padraic Monaghan Lancaster University
Kim Plunkett
Kim Plunkett University of Oxford
Evan Kidd
Evan Kidd Australian National University
Fernand Gobet
Fernand Gobet London School of Economics and Political Science
Michael C. Frank
Michael C. Frank Stanford University
Michael Tomasello
Michael Tomasello Duke University

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