Jeffrey Lidz is Professor and Chair in the Department of Linguistics at the University of Maryland, College Park. He previously held positions at the University of Pennsylvania's Institute for Research in Cognitive Science, the CNRS Laboratoire des sciences cognitives et psycholinguistique in Paris, and Northwestern University, and he is a Fellow of both the Linguistic Society of America and the American Association for the Advancement of Science. He is the co-editor, with William Snyder and Joe Pater, of The Oxford Handbook of Developmental Linguistics (OUP, 2016; paperback 2019), and the editor of Sentence First, Arguments Afterward: Essays in Language and Learning (OUP, 2020).Tyler Knowlton is a postdoctoral researcher in the Department of Linguistics and Cognitive Science at the University of Delaware. He received his PhD in Linguistics from the University of Maryland in 2021 and previously held a postdoctoral position at the University of Pennsylvania's Mind Center for Outreach, Research, and Education (MindCORE). His work has been published in journals including Language Learning and Development, Cognitive Psychology, and Natural Language Semantics.

• Part I. Foundations 1: Becoming linguistic 2: Learning and induction 3: Irradiated rats and dancing bees: Why all learning is problem-specific 4: The division of labor between input and innate structure 5: The poverty of the stimulus: Anaphoric one 6: Association or fast-mapping? The view from word learning Part II. Categories 7: Categories in phonetics and phonology 8: Syntactic categories I: Determiners and productivity 9: Syntactic categories II: Nouns and adjectives 10: Syntactic categories III: Verbs 11: Subcategories: Syntactic bootstrapping Part III. Hierarchical structure 12: Hierarchical structure I: Principle C 13: Hierarchical structure II: Quantifier scope 14: How to find syntax I: Semantic bootstrapping 15: How to find syntax II: Prosodic bootstrapping Part IV. Dependencies 16: Morphosyntactic dependencies 17: Syntactic dependencies I: Wh-movement 18: Syntactic dependencies II: Locality (islands) 19: Syntactic dependencies III: Raising and control Part V. Real-time processing considerations 20: Competence vs. performance I: Over-regularization and English past tense 21: Competence vs. performance II: Null subjects 22: Parsing and learning 23: Language and thought

Select Guide Rating

Jeffrey Lidz is Professor and Chair in the Department of Linguistics at the University of Maryland, College Park. He previously held positions at the University of Pennsylvania's Institute for Research in Cognitive Science, the CNRS Laboratoire des sciences cognitives et psycholinguistique in Paris, and Northwestern University, and he is a Fellow of both the Linguistic Society of America and the American Association for the Advancement of Science. He is the co-editor, with William Snyder and Joe Pater, of The Oxford Handbook of Developmental Linguistics (OUP, 2016; paperback 2019), and the editor of Sentence First, Arguments Afterward: Essays in Language and Learning (OUP, 2020).Tyler Knowlton is a postdoctoral researcher in the Department of Linguistics and Cognitive Science at the University of Delaware. He received his PhD in Linguistics from the University of Maryland in 2021 and previously held a postdoctoral position at the University of Pennsylvania's Mind Center for Outreach, Research, and Education (MindCORE). His work has been published in journals including Language Learning and Development, Cognitive Psychology, and Natural Language Semantics.

• Part I. Foundations 1: Becoming linguistic 2: Learning and induction 3: Irradiated rats and dancing bees: Why all learning is problem-specific 4: The division of labor between input and innate structure 5: The poverty of the stimulus: Anaphoric one 6: Association or fast-mapping? The view from word learning Part II. Categories 7: Categories in phonetics and phonology 8: Syntactic categories I: Determiners and productivity 9: Syntactic categories II: Nouns and adjectives 10: Syntactic categories III: Verbs 11: Subcategories: Syntactic bootstrapping Part III. Hierarchical structure 12: Hierarchical structure I: Principle C 13: Hierarchical structure II: Quantifier scope 14: How to find syntax I: Semantic bootstrapping 15: How to find syntax II: Prosodic bootstrapping Part IV. Dependencies 16: Morphosyntactic dependencies 17: Syntactic dependencies I: Wh-movement 18: Syntactic dependencies II: Locality (islands) 19: Syntactic dependencies III: Raising and control Part V. Real-time processing considerations 20: Competence vs. performance I: Over-regularization and English past tense 21: Competence vs. performance II: Null subjects 22: Parsing and learning 23: Language and thought

Select Guide Rating

Jeffrey Lidz is Professor and Chair in the Department of Linguistics at the University of Maryland, College Park. He previously held positions at the University of Pennsylvania's Institute for Research in Cognitive Science, the CNRS Laboratoire des sciences cognitives et psycholinguistique in Paris, and Northwestern University, and he is a Fellow of both the Linguistic Society of America and the American Association for the Advancement of Science. He is the co-editor, with William Snyder and Joe Pater, of The Oxford Handbook of Developmental Linguistics (OUP, 2016; paperback 2019), and the editor of Sentence First, Arguments Afterward: Essays in Language and Learning (OUP, 2020).Tyler Knowlton is a postdoctoral researcher in the Department of Linguistics and Cognitive Science at the University of Delaware. He received his PhD in Linguistics from the University of Maryland in 2021 and previously held a postdoctoral position at the University of Pennsylvania's Mind Center for Outreach, Research, and Education (MindCORE). His work has been published in journals including Language Learning and Development, Cognitive Psychology, and Natural Language Semantics.

• Part I. Foundations 1: Becoming linguistic 2: Learning and induction 3: Irradiated rats and dancing bees: Why all learning is problem-specific 4: The division of labor between input and innate structure 5: The poverty of the stimulus: Anaphoric one 6: Association or fast-mapping? The view from word learning Part II. Categories 7: Categories in phonetics and phonology 8: Syntactic categories I: Determiners and productivity 9: Syntactic categories II: Nouns and adjectives 10: Syntactic categories III: Verbs 11: Subcategories: Syntactic bootstrapping Part III. Hierarchical structure 12: Hierarchical structure I: Principle C 13: Hierarchical structure II: Quantifier scope 14: How to find syntax I: Semantic bootstrapping 15: How to find syntax II: Prosodic bootstrapping Part IV. Dependencies 16: Morphosyntactic dependencies 17: Syntactic dependencies I: Wh-movement 18: Syntactic dependencies II: Locality (islands) 19: Syntactic dependencies III: Raising and control Part V. Real-time processing considerations 20: Competence vs. performance I: Over-regularization and English past tense 21: Competence vs. performance II: Null subjects 22: Parsing and learning 23: Language and thought

Select Guide Rating