Silke Brandt
Silke Brandt
Lecturer of Linguistics, Lancaster University
Bestätigte E-Mail-Adresse bei
Zitiert von
Zitiert von
Object relatives made easy: A cross-linguistic comparison of the constraints influencing young children's processing of relative clauses
E Kidd, S Brandt, E Lieven, M Tomasello
Language and cognitive processes 22 (6), 860-897, 2007
The discourse bases of relativization: An investigation of young German and English-speaking children's comprehension of relative clauses
S Brandt, E Kidd, E Lieven, M Tomasello
Walter de Gruyter GmbH & Co. KG 20 (3), 539-570, 2009
The acquisition of German relative clauses: A case study*
S Brandt, H Diessel, M Tomasello
Journal of Child Language 35 (02), 325-348, 2008
Flexibility in early verb use: Evidence from a multiple-n diary study
LR Naigles, E Hoff, D Vea
John Wiley & Sons, 2009
Iconicity affects children’s comprehension of complex sentences: The role of semantics, clause order, input and individual differences
LE De Ruiter, AL Theakston, S Brandt, EVM Lieven
Cognition 171, 202-224, 2018
Development of word order in German complement-clause constructions: Effects of input frequencies, lexical items, and discourse function
S Brandt, E Lieven, M Tomasello
Language, 583-610, 2010
German children's productivity with simple transitive and complement-clause constructions: Testing the effects of frequency and variability
S Brandt, A Verhagen, E Lieven, M Tomasello
Walter de Gruyter GmbH & Co. KG 22 (2), 325-357, 2011
Children’s understanding of first-and third-person perspectives in complement clauses and false-belief tasks
S Brandt, D Buttelmann, E Lieven, M Tomasello
Journal of experimental child psychology 151, 131-143, 2016
Lisa filled water into the cup: The roles of entrenchment, pre-emption and verb semantics in German speakers’ L2 acquisition of English locatives
B Ambridge, S Brandt
Zeitschrift für Anglistik und Amerikanistik 61 (3), 245-263, 2013
German children’s use of word order and case marking to interpret simple and complex sentences: testing differences between constructions and lexical items
S Brandt, E Lieven, M Tomasello
Language Learning and Development 12 (2), 156-182, 2016
Do children really acquire dense neighbourhoods?
SD Jones, S Brandt
Journal of child language 46 (6), 1260-1273, 2019
The role of animacy in children's interpretation of relative clauses in English: Evidence from sentence–picture matching and eye movements
R Macdonald, S Brandt, A Theakston, E Lieven, L Serratrice
Cognitive science 44 (8), e12874, 2020
Flexibility in the semantics and syntax of children's early verb use
M Tomasello, S Brandt
Monographs of the Society for Research in Child Development 74 (2), 113-126, 2009
Priming the comprehension of German object relative clauses
S Brandt, S Nitschke, E Kidd
Language Learning and Development 13 (3), 241-261, 2017
Do complement clauses really support false-belief reasoning? A longitudinal study with English-speaking 2-to 3-year-olds.
D Boeg Thomsen, A Theakston, B Kandemirci, S Brandt
Developmental psychology 57 (8), 1210, 2021
Syntactic and semantic coordination in finite complement-clause constructions: a diary-based case study
B Köymen, E Lieven, S Brandt
Journal of child language 43 (01), 22-42, 2016
The constructivist approach
E Lieven, S Brandt
Journal for the Study of Education and Development 34 (3), 281-296, 2011
Learning from social interaction: the form and function of relative clauses
S Brandt
The acquisition of relative clauses: Processing, typology and function, 61-79, 2011
The acquisition of relative clauses in German and English. The very first steps
S Brandt
Unpublished master’s thesis, University of Leipzig, 2004
Interactions between givenness and clause order in children’s processing of complex sentences
LE de Ruiter, EVM Lieven, S Brandt, AL Theakston
Cognition 198, 104130, 2020
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