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Özge, D., Küntay, A., & Snedeker, J. (2019). Why wait for the verb? Turkish speaking children use case markers for incremental language comprehension. Cognition, 183, 152-180.
Paul, P., Ziegler, J., Chalmers, E., & Snedeker, J. (2019). Children and adults successfully comprehend subject-only sentences online. PloS one, 14(1), e0209670.
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.
Huang, Y. T., & Snedeker, J. (2018). Some inferences still take time: Prosody, predictability, and the speed of scalar implicatures. Cognitive psychology, 102, 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 science, 42(3), 918-938.
Li, J., Liu, L., Chalmers, E., & Snedeker, J. (2018). What is in a name?: The development of cross-cultural differences in referential intuitions. Cognition, 171, 108-111.
Reuter, T., Feiman, R., & Snedeker, J. (2018). Getting to No: Pragmatic and Semantic Factors in Two‐and Three‐Year‐Olds' Understanding of Negation. Child development, 89(4), e364-e381.
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.