Null subject comprehension and production revisited: a look at English and Italian.

This study will investigate how children acquire the option to drop the subject of a sentence, or null subjects (e.g., "Tickles me" instead of "He tickles me").

Supporting women's research in predominantly undergraduate institutions: Experiences with a National Science Foundation ADVANCE Institutional Transformation Award.

This paper describes the Gender Equity Project (GEP) at Hunter College of the City University of New York (CUNY), funded by the U. S. NSF ADVANCE Institutional Transformation Award (ITA) program.

How infants' utterances grow: A probabilistic account of early language development.

Why are children's first utterances short and ungrammatical, with some obvious constructions missing? What determines the lengthening of children's early utterances over time? The literature is replete with references to a one-word, a two-word, and a later multiword stage in language development, but with little empirical evidence, and with little account for how and why utterances grow. To address these questions, we analyze speech samples from 25 children between the ages of 14 and 43 months; we construct distributions of their utterances of lengths one to five by age. Our novel findings are that multiword utterances of different lengths appear early in acquisition and increase together until they reach relatively stable proportions similar to those found in parents' input.

Gender Disparities in Awards to Neuroscience Researchers.

Women in academia receive fewer prestigious awards than their male counterparts. This gender gap may emerge purely from structural factors (e.g.

Gender disparities in colloquium speakers at top universities.

Colloquium talks at prestigious universities both create and reflect academic researchers' reputations. Gender disparities in colloquium talks can arise through a variety of mechanisms. The current study examines gender differences in colloquium speakers at 50 prestigious US colleges and universities in 2013-2014.

Arguing about innateness.

This paper lays out the components of a language acquisition model, the interconnections among the components, and the differing stances of nativism and empiricism about syntax. After demonstrating that parsimony cannot decide between the two stances, the paper analyzes nine examples of evidence that have been used to argue for or against nativism, concluding that most pieces of evidence are either irrelevant or suggest that language is special but need not invoke innate ideas. Two pieces of evidence - the development of home sign languages and the acquisition of Determiners - do show not just that language is special but that the child has innate syntactic content.

Interests, Gender, and Science.

In this commentary on Nye, Su, Rounds, and Drasgow (2012) and Schmidt (2011), I address the value of occupational interest inventories for understanding sex differences in occupational choice and the extent to which occupational interests are malleable. In particular, I argue (a) that some subscales in interest inventories are too heterogeneous to be given a single label and that the labels that are applied to some subscales are inaccurate and misleading; (b) that "things versus people" is an inaccurate and misleading characterization of a dimension that is frequently associated with interest inventories and linked to sex differences; (c) that vocational interests will be valid predictors of job performance primarily in cases in which the job has been held for some time by a diverse group of people and not in cases in which jobholders have been homogeneous; (d) that sex differences in interests are malleable and sensitive to small and subtle environmental cues; and (e) that women's interest in math and science will increase if they have a feeling of belonging and an expectation of success.

Abstract categories or limited-scope formulae? The case of children's determiners.

ABSTRACTSix tests of the spontaneous speech of twenty-one English-speaking children (1 ; 10 to 2 ; 8; MLUs 1.53 to 4.38) demonstrate the presence of the syntactic category determiner from the start of combinatorial speech, supporting nativist accounts.

Direct object predictability: effects on young children's imitation of sentences.

We hypothesize that the conceptual relation between a verb and its direct object can make a sentence easier ('the cat is eating some food') or harder ('the cat is eating a sock') to parse and understand. If children's limited performance systems contribute to the ungrammatical brevity of their speech, they should perform better on sentences that require fewer processing resources: children should imitate the constituents of sentences with highly predictable direct objects at a higher rate than those from sentences with less predictable objects. In Experiment 1, 24 two-year-olds performed an elicited imitation task and confirmed that prediction for all three major constituents (subject, verb, direct object).

When opportunity knocks twice: two-year-olds' repetition of sentence subjects.

Why are young children's utterances short? This elicited imitation study used a new task--double imitation--to investigate the factors that contribute to children's failure to lexicalize sentence subjects. Two-year-olds heard a triad of sentences singly and attempted to imitate each; they then again heard the same triad singly and again attempted to imitate each. Comparisons between the two attempts showed that children's second passes were more accurate than their first.

Young children's acquisition of wh-questions: the role of structured input.

Two-year-olds learn language quickly but how they exploit adult input remains obscure. Twenty-nine children aged 2;6 to 3;2, divided into three treatment groups, participated in an intervention experiment consisting of four sessions 1 week apart. Pre- and post-intervention sessions were identical for all children: children heard a wh-question and attempted to repeat it; a 'talking bear' answered.

A study of relative clauses in Williams syndrome.

Despite growing empirical evidence to the contrary, claims continue to be made that the grammar of people with Williams syndrome (WS) is intact. We show that even in a simple elicited imitation task examining the syntax of relative clauses, older children and adults with WS (n = 14, mean age = 17;0 years) only reach the level of typical five-year-old controls. When tested systematically in a number of different laboratories, all aspects of WS language show delay and/or deviance throughout development.