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Psychology

D-Index
52
Citations
10720
World Ranking
4990
National Ranking
532

Overview

Julian M. Pine is affiliated with the University of Liverpool in the United Kingdom. Their research primarily spans the field of psychology, with a focus on developmental and educational psychology, cognitive neuroscience, experimental and cognitive psychology, language, and linguistics, as well as aspects of artificial intelligence.

The main topics addressed in Pine's work include language development and disorders, reading and literacy development, neurobiology of language and bilingualism, child and animal learning development, speech and dialogue systems, phonetics and phonology research, and categorization, perception, and language.

Frequent publication venues for their research include Language Learning, Cognitive Psychology, Cognitive Science, Language and Cognition, and Psychological Review. Pine has contributed notably to developmental and cognitive aspects of language acquisition and processing.

Recent papers authored or co-authored by Pine comprise:

  • Non-adjacent dependency learning in infancy, and its link to language development (2020, Cognitive Psychology)
  • Do children learn from their prediction mistakes? A registered report evaluating error-based theories of language acquisition (2020, Royal Society Open Science)
  • Simulating the Acquisition of Verb Inflection in Typically Developing Children and Children With Developmental Language Disorder in English and Spanish (2021, Cognitive Science)
  • Syntactic Representations Are Both Abstract and Semantically Constrained: Evidence From Children's and Adults' Comprehension and Production/Priming of the English Passive (2020, Cognitive Science)
  • Verb argument structure overgeneralisations for the English intransitive and transitive constructions: grammaticality judgments and production priming (2021, Language and Cognition)

Pine has collaborated frequently with several researchers, including:

  • Caroline F. Rowland
  • Amy Bidgood
  • Andrew Jessop
  • Samantha Durrant
  • Michelle Peter

Best Publications

  • Chunking mechanisms in human learning

    Fernand Gobet;Peter C.R. Lane;Steve Croker;Peter C-H. Cheng

  • Lexically-based learning and early grammatical development*

    Elena V. M. Lieven;Julian M. Pine;Gillian Baldwin

  • 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

  • Individual differences in early vocabulary development: redefining the referential-expressive distinction

    Elena V. M. Lieven;Julian M. Pine;Helen Dresner Barnes

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

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

  • Slot and frame patterns and the development of the determiner category

    Julian M. Pine;Elena V. M. Lieven

  • Reanalysing rote-learned phrases: individual differences in the transition to multi-word speech.

    Julian N Pine;Elena V. M. Lieven

  • 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

  • Modeling the Developmental Patterning of Finiteness Marking in English, Dutch, German, and Spanish Using MOSAIC.

    Daniel Freudenthal;Julian M. Pine;Javier Aguado-Orea;Fernand Gobet

  • 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

  • A randomised controlled trial to test the effect of promoting caregiver contingent talk on language development in infants from diverse socioeconomic status backgrounds

    Michelle L. McGillion;Julian M. Pine;Jane S. Herbert;Danielle Matthews

  • What Paves the Way to Conventional Language? The Predictive Value of Babble, Pointing, and Socioeconomic Status.

    Michelle Louise McGillion;Jane S. Herbert;Julian M. Pine;Marilyn Vihman

  • Subject-Verb Agreement in Brazilian Portuguese: What Low Error Rates Hide.

    Rejane B. Rubino;Julian M. Pine

  • The language of primary caregivers

    Julian M. Pine

  • 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

  • Maternal style at the early one-word stage: re-evaluating the stereotype of the directive mother:

    Julian M. Pine

Frequent Co-Authors

Fernand Gobet
Fernand Gobet London School of Economics and Political Science
Elena Lieven
Elena Lieven University of Manchester
Anna L. Theakston
Anna L. Theakston University of Manchester
Gina Conti-Ramsden
Gina Conti-Ramsden University of Manchester
Laurence B. Leonard
Laurence B. Leonard Purdue University West Lafayette

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