Table Of Content

Journal of Child Language Volume 32 2005 Number i: 1—247 Number 2: 249-479 Number 3: 481-708 Number 4: 709—932 Cambridge UNIVERSITY PRESS PUBLISHED BY THE PRESS SYNDICATE OF THE UNIVERSITY OF CAMBRIDGE The Pitt Building, Trumpington Street, Cambridge CB2 irp. United Kingdom CAMBRIDGE UNIVERSITY PRESS The Edinburgh Building, Cambridge CB2 2RU, United Kingdom 40 West 20th Street, New York, NY 10011-4211, USA 477 Williamstown Road, Port Melbourne, vie 3207, Australia Ruiz de Alarcon 13, 28014 Madrid, Spain Dock House, The Waterfront, Cape Town 8001, South Africa © Cambridge University Press 2005 Printed in the United Kingdom at the University Press, Cambridge CONTENTS VOLUME 32 Articles Page Behrens, Heike & Gut, Ulrike. The relationship between prosodic and syntactic organisation in early multiword speech i Blackwell, Aleka Akoyunoglu. Acquiring the English adjective lexicon: relationships with input properties and adjectival semantic typology 535 Cain, Kate, Patson, Nikole & Andrews, Leanne. Age- and ability-related differences in young readers’ use of conjunctions 877 Casenhisep, Devin M. Children’s resistance to homonymy: an experimental study of pseudonyms 319 Chen, Li-Mei & Kent, Raymond D. Consonant-vowel co¬ occurrence patterns in Mandarin learning infants 507 Deacon, S. Helene & Bryant, Peter. The strength of children’s knowledge of the role of root morphemes n spelling derived words 375 De Houwer, Annick, Bornstein, Marc H. & Le.^ch, Diane, B. Assessing early communicative ability: A cross-reporter cumu¬ lative score for the MacArthur CDI 735 Devescovi, Antonella, C.aselli, Maria Cristina, Marchione, Daniela, Pasqualetti, Patrizio, Reilly, Judy & B.ates, Eliz.abeth. a cross linguistic study of the relationship between grammar and lexical development 759 Gerken, Louann, Wilson, Rachel & Lewis, William. Infants can use distributional cues to form syntactic categories 249 Graziano-King, Janlne & Smith Cairns, Helen. Acquisition of English comparative adjectives 345 Kidd, Evan & Bavin, Edith. Lexical and referential cues to sentence interpretation: an investigation of children’s inter¬ pretations of ambiguous sentences 855 Kirk, Cecilia & De.muth, K.atherine. Asymmetries in the acquisition of word-initial and word-final consonant clusters 709 Krott, Andrea & Nicoladis, Elena. Large constituent families help children parse compounds 139 Masur, Elise Fra.nk, Flyn.n, Valerie & Eichorst, Doreen L. Maternal responsive and directive behaviours and utterances as predictors of children’s lexical development 63 JOURNAL OF CHILD LANGUAGE McGregor Karla K., Sheng, Li & Smith, Bruce. The precocious two-year old: status of the lexicon and links to grammar 563 Narasimh.an, Bhuvana. Splitting the notion of ‘agent’ case-marking in early child Hindi 787 Nation, Kate, Snowling, Margaret J. & Clarke, Paula. Production of the English past tense by children with language development impairments 117 Nino, Anat. Testing the role of semantic similarity in syntactic development 35 Ozc.ali:?kan, §eyda. On learning to draw the distinction between physical and metaphorical motion: is metaphor an early emerging cognitive and linguistic capacity 291 6zcali§kan, $evda & Goldin-Meadovv, Susan. Do parents lead their children by the hand? 481 Pine, Julian M., Rowland, Caroline F., Lieven, Elena V. M. & Theakston, Anna L. Testing the agreement/tense omission model: why the data on children’s use of non-nominative 3psg subjects count against the ATOM 269 Rispoli, M.atthew. When children reach beyond their grasp: why some children make pronoun case errors and others don’t 93 S.AXTON, Matthew, Blackley, Philip & Gallavv.ay, Clare. Negative input for grammatical errors: effects after a lag of 12 weeks 643 Stoll, Sabine. Beginning and end in the acquisition of the perfective aspect in Russian 805 Storkel, Holly L. & Maekawa, Junko. A comparison of homonym and novel word learning: the role of phonotactic probability and word frequency 827 Theakston, Anna L & Lieven, Elena V. M. The acquisition of auxiliaries BE and HAVE: and elicitation study 587 Valian, Virginia & Aubry, Stephanie. When opportunity knocks twice: two-year olds’ repetition of sentence subjects 617 Notes Adrian, Juan E., Cle.mente, Rosa A., Villanueva, Lidon & Rieffe, Carolien. Parent-child picture-book reading, mothers’ mental state language and children’s theory of mind 673 Ballem, Kate D. & Plunkett, Kim. Phonological specificity in children at i ;2 159 D.^brovvska, Ewa. Productivity and beyond: mastering the Polish genitive inflection 191 JOURNAL OF CHILD LANGUAGE Goldberg, Adele E., Casenhiser, Devin M. & Sethuraman, Nitya. The role of prediction in construction-learning 407 Graham, Susan A., Turner, Juanita N. & Henderson, Annette M. E. The influence of object per-exposure on two-year olds disambiguation of novel labels 207 Guidetti Michele. Yes or no? How' young French children combine gestures and speech to agree and refuse 911 Houston-Price, Car.mel, Plunkett, Klm & Harris, Paul. ‘Word¬ learning wizardry’ at i;6 175 Jones, Susan S. & Smith, Linda B. Object name learning and object perception: a deficit in late talkers 223 Nazzi, Thierry, Gopnik, Alison & Karmiloff-S.mith, Annette. Asynchrony in the cognitive and lexical development of young children with Williams syndrome 427 Millogo, Victor Emmanuel. The use of anaphoric pronouns by French children in narrative: evidence from constrained text production 439 Taelman, Helena, Durieux, Gert & Gillis Steven. Notes on Ingram’s whole-word measures for phonological development 391 ZwANZiGER, Elizabeth E. & Allen, Shanley. Crosslinguistic influence in bilingual acquisition: subject omission in learners of Inuktitut and English 893 Reviews Blim-Kulka, Shoshana & Snow, C.atherine E. (eds). Talking to adults: the contribution of multiparty discourse to language acquisition. Mahway, NJ: Erlbaum, 2002 (Susan Ervin-Tripp) 692 Goldin-Meadow, Sus.an. The resilience of language: what gesture creation in deaf children can tell us about how all children learn language. New' York: Psychology Press, 2003 (Gary Morgan) 925 Hickman, M.ay.a. Children’s discourse: person, space, and time across language. Cambridge: CUP, 2003 (Barbara Pearson) 463 Johnson, M. H., Munakata, Y. & Gilmore, R. O. (eds). Brain development and cognition: a reader. Oxford: Blackwell, 2002 (Vincent Reid & Tricia Striano) 471 Mandler, Je.an M.\tter. The foundations of mind. New York: Oxford University Press, 2004 (Amanda Bradome, Roberta Michnick GolinkofT, W’ei Yi Ma, Sara J. Salkind & Jennifer M. Zosh) 704 Mi.na.mi, Masahiko. Culture-specific language styles: the develop¬ ment of oral narrative and literacy. Clevedon: Multilingual Matters, 2002 (Henriette Hendriks) 241 JOURNAL OF CHILD LANGUAGE Swift, M. Time in child Inuktitut: a developmental study of an Eskimo-Aleut language. Berlin/New York: Mouton de Gruyter, 2004 (Richard Weist) 687 To.masello, M. Constructing a language: a useage-based theory of language acquisition. Cambridge MA: Harvard University Press, 2003 (Julian Pine) 697 Verhoeven, Ludo & Van Balkom, Hans (eds). Classification of developmental language disorders. Theoretical issues and clinical implications. Mahwah, NJ: Erlbaum, 2004 (Alessandro Tavano) 475