Pragmatic competence and pragmatic tolerance in foreign language acquisition—revisiting the case of scalar implicatures by Schulz, J, Wonnacott, E

The effects of linear order in category learning: some replications of Ramscar et al., (2010) and their implications for replicating training studies by Viviani, E, Ramscar, M, Wonnacott, E

Skewing the evidence: The effect of input structure on child and adult learning of lexically based patterns in an artificial language by Nation, K, Wonnacott, E, Brown, H

Statistical and explicit learning of graphotactic patterns with no phonological counterpart: evidence from an artificial lexicon study with 6–7-year-olds and adults by Singh, D, Wonnacott, E, Samara, A

Training child learners on non-native vowel contrasts with phonetic training: the role of task and variability by Brekelmans, G, Evans, B, Wonnacott, E

Online inference making and comprehension monitoring in children during reading: Evidence from eye movements by Joseph, H, Wonnacott, E, Nation, K

Bayes factors for logistic (mixed effect) models by Silvey, C, Dienes, Z, Wonnacott, E

Becoming a written word: eye movements reveal order of acquisition effects following incidental exposure to new words during silent reading. by Joseph, H, Wonnacott, E, Forbes, P, Nation, K

Corrigendum to "Becoming a written word: Eye movements reveal order of acquisition effects following incidental exposure to new words during silent reading" [Cognition 133/1 (2014)... by Joseph, H, Wonnacott, E, Forbes, P, Nation, K

Semantic cues in language learning: an artificial language study with adult and child learners by Brown, H, Smith, K, Samara, A, Wonnacott, E

Children's knowledge of multiple word meanings: which factors count and for whom? by Booton, S, Wonnacott, E, Hodgkiss, A, Mathers, S, Murphy, VA

The impact of multi-word units in early foreign language learning and teaching contexts: a systematic review by Schulz, J, Hamilton, C, Wonnacott, E, Murphy, V

Does high variability training improve the learning of non-native phoneme contrasts over low variability training? A replication by Brekelmans, G, Lavan, N, Saito, H, Clayards, M, Wonnacott, E

Learners restrict their linguistic generalizations using preemption but not entrenchment: evidence from artificial language learning studies with adults and children by Samara, A, Wonnacott, E, Saxena, G, Maitreyee, R, Fazekas, J, Ambridge, B

Linking language to sensory experience: onomatopoeia in early language development by Motamedi, Y, Murgiano, M, Perniss, P, Wonnacott, E, Marshall, C, Goldin-Meadow, S, Vigliocco, G

Language development beyond the here-and-now: iconicity and displacement in child-directed communication by Motamedi, Y, Murgiano, M, Grzyb, B, Gu, Y, Kewenig, V, Brieke, R, Donnellan, E, Marshall, C, Wonnacott, E, Perniss, P, Vigliocco, G

Effects of pedagogical translanguaging on grammar learning for Chinese Primary School students in early foreign language learning by Fan, L

Other Authors: “…Wonnacott, E…”

Motivational development in the input-poor context of the MFL classroom by Lloyd, R

Other Authors: “…Wonnacott, E…”

The role of prediction error in linguistic generalization and item learning: evidence from an online eye-tracking study by Zhou, H

Other Authors: “…Wonnacott, E…”

The role of L1 typology and L2 proficiency in null subject transfer by Smallwood, J

Other Authors: “…Wonnacott, E…”