| The role of performance limitations in the acquisition of verb-argument structure: An alternative account AL Theakston, EVM Lieven, JM Pine, CF Rowland Journal of child language 28 (1), 127-152, 2001 | 532 | 2001 |
| The ubiquity of frequency effects in first language acquisition B Ambridge, E Kidd, CF Rowland, AL Theakston Journal of child language 42 (2), 239-273, 2015 | 495 | 2015 |
| The development of abstract syntax: Evidence from structural priming and the lexical boost CF Rowland, F Chang, B Ambridge, JM Pine, EVM Lieven Cognition 125 (1), 49-63, 2012 | 298 | 2012 |
| The effect of verb semantic class and verb frequency (entrenchment) on children’s and adults’ graded judgements of argument-structure overgeneralization errors B Ambridge, JM Pine, CF Rowland, CR Young Cognition 106 (1), 87-129, 2008 | 254 | 2008 |
| Comparing different models of the development of the English verb category JM Pine, EVM Lieven, CF Rowland Walter de Gruyter, Berlin/New York 36 (4), 807-830, 1998 | 254 | 1998 |
| Subject–auxiliary inversion errors and wh-question acquisition:‘What children do know?’ CF Rowland, JM Pine Journal of child language 27 (1), 157-181, 2000 | 245 | 2000 |
| The impact of shared book reading on children's language skills: A meta-analysis C Noble, G Sala, M Peter, J Lingwood, C Rowland, F Gobet, J Pine Educational Research Review 28, 100290, 2019 | 208 | 2019 |
| Determinants of acquisition order in wh-questions: Re-evaluating the role of caregiver speech CF Rowland, JM Pine, EVM Lieven, AL Theakston Journal of child language 30 (3), 609-635, 2003 | 208 | 2003 |
| Semantic generality, input frequency and the acquisition of syntax AL Theakston, EVM Lieven, JM Pine, CF Rowland Journal of child language 31 (1), 61-99, 2004 | 179 | 2004 |
| When and how do children develop knowledge of verb argument structure? Evidence from verb bias effects in a structural priming task M Peter, F Chang, JM Pine, R Blything, CF Rowland Journal of Memory and Language 81, 1-15, 2015 | 152 | 2015 |
| Explaining errors in children’s questions CF Rowland Cognition 104 (1), 106-134, 2007 | 152 | 2007 |
| Understanding child language acquisition C Rowland Routledge, 2013 | 147 | 2013 |
| Experimental methods in studying child language acquisition B Ambridge, CF Rowland Wiley Interdisciplinary Reviews: Cognitive Science 4 (2), 149-168, 2013 | 147 | 2013 |
| Going, going, gone: The acquisition of the verb ‘go’ AL Theakston, EVM Lieven, JM Pine, CF Rowland Journal of child language 29 (4), 783-811, 2002 | 133 | 2002 |
| Observational and checklist measures of vocabulary composition: What do they mean? JM Pine, EVM Lieven, C Rowland Journal of Child Language 23 (3), 573-590, 1996 | 133 | 1996 |
| Comprehension of argument structure and semantic roles: Evidence from English‐learning children and the forced‐choice pointing paradigm CH Noble, CF Rowland, JM Pine Cognitive science 35 (5), 963-982, 2011 | 128 | 2011 |
| 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 G Jones, CF Rowland Cognitive psychology 98, 1-21, 2017 | 118 | 2017 |
| Children's comprehension of sentences with focus particles KB Paterson, SP Liversedge, C Rowland, R Filik Cognition 89 (3), 263-294, 2003 | 111 | 2003 |
| Comparing different accounts of inversion errors in children's non-subject wh-questions:‘What experimental data can tell us?’ B Ambridge, CF Rowland, AL Theakston, M Tomasello Journal of Child Language 33 (3), 519-557, 2006 | 107 | 2006 |
| A thorough evaluation of the Language Environment Analysis (LENA) system A Cristia, M Lavechin, C Scaff, M Soderstrom, C Rowland, O Räsänen, ... Behavior research methods 53, 467-486, 2021 | 102 | 2021 |
Julian PineUniversity of LiverpoolVerified email at Liverpool.ac.uk
