Ziegler, J., & Snedeker, J. (2019). The use of syntax and information structure during language comprehension: Evidence from structural priming. Language, Cognition and Neuroscience, 34(3), 365-384.

Ziegler, J., & Snedeker, J. (2018). How broad are thematic roles? Evidence from structural priming. Cognition, 179, 221-240.

Ziegler, J., Snedeker, J., & Wittenberg, E. (2018). Event structures drive semantic structural priming, not thematic roles: Evidence from idioms and light verbs. Cognitive science, 42(8), 2918-2949.

Kline, M., Snedeker, J., & Shultz, L. (2017). Linking language and events: Spatiotemporal cues drive children’s expectations about the meanings of novel transitive verbs. Language Learning and Development, 13(1), 1-23.

Wittenberg, E., Khan, M., & Snedeker, J. (2017). Investigating thematic roles through implicit learning: Evidence from light verb constructions. Frontiers in psychology, 8, 1089.

Ziegler, J., Snedeker, J., & Wittenberg, E. (2017). Priming is swell, but it's far from simple. Comments on Branigan & Pickering (2017). Brain and Behavioral Sciences, 40, e312.

Hartshorne, J. K., O’Donnell, T. J., Sudo, Y., Uruwashi, M., Lee, M., & Snedeker, J. (2016). Psych verbs, the linking problem, and the acquisition of language. Cognition, 157, 268-288.

Hartshorne, J. K., Pogue, A., & Snedeker, J. (2015). Love is hard to understand: The relationship between transitivity and caused events in the acquisition of emotion verbs. To appear in Journal of Child Language.

Hartshorne, J. K., & Snedeker, J. (2012). Verb argument structure predicts implicit causality: The advantages of finer-grained semantics. Language and Cognitive Processes, 1-35.