New Work

Özge, D., Küntay, A., & Snedeker, J. (2019). Why wait for the verb? Turkish speaking children use case markers for incremental language comprehension. Cognition183, 152-180.

Paul, P., Ziegler, J., Chalmers, E., & Snedeker, J. (2019). Children and adults successfully comprehend subject-only sentences online. PloS one14(1), e0209670.

Ziegler, J., & Snedeker, J. (2019). The use of syntax and information structure during language comprehension: Evidence from structural priming. Language, Cognition and Neuroscience34(3), 365-384.

Huang, Y. T., & Snedeker, J. (2018). Some inferences still take time: Prosody, predictability, and the speed of scalar implicatures. Cognitive psychology102, 105-126.

Kocab, A., Lam, H., & Snedeker, J. (2018). When cars hit trucks and girls hug boys: The effect of animacy on word order in gestural language creation. Cognitive science42(3), 918-938.

Reuter, T., Feiman, R., & Snedeker, J. (2018). Getting to No: Pragmatic and Semantic Factors in Two‐and Three‐Year‐Olds’ Understanding of Negation. Child development89(4), e364-e381.

Ziegler, J., & Snedeker, J. (2018). How broad are thematic roles? Evidence from structural priming. Cognition179, 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 science42(8), 2918-2949.

Kaplan, E., Levari, T., & Snedeker, J. (2017). Eye tracking and spoken language comprehension. In Eye-tracking technology applications in educational research (pp. 88-105). IGI Global.

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 Development13(1), 1-23.

Wittenberg, E., Khan, M., & Snedeker, J. (2017). Investigating thematic roles through implicit learning: Evidence from light verb constructions. Frontiers in psychology8, 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 Sciences40, e312.