Who "it" is influences what "it" does: Discourse effects on children's syntactic parsing.

Children often interpret first noun phrases (NP1s) as agents, which improves comprehension of actives but hinders passives. While children sometimes withhold the agent-first bias, the reasons remain unclear. The current study tests the hypothesis that children default to the agent-first bias as a "best guess" of role assignment when they face uncertainty about sentence properties.

Declarative memory and skill-related knowledge: Evidence from a case study of amnesia and implications for theories of memory.

Theoretical and empirical studies of memory have long been framed by a distinction between declarative and non-declarative memory. We question the sharpness of the distinction by reporting evidence from amnesic L.S.