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Christiansen, M.H. (2019). Implicit-statistical learning: A tale of two literatures. Topics in Cognitive Science, 11, 468-481.

Dideriksen, C., Fusaroli, R., Tylén, K., Dingemanse, M. & Christiansen, M.H. (2019). Contextualizing conversational strategies: Backchannel, repair and linguistic alignment in spontaneous and task- oriented conversations. In A. Goel, C. Seifert & C. Freksa (Eds.), Proceedings of the 41st Annual Conference of the Cognitive Science Society. (pp. 261-267). Austin, TX: Cognitive Science Society.

Emberson, L.L., Misyak, J.B., Schwade, J., Christiansen, M.H. & Goldstein, M.H. (2019). Comparing statistical learning across perceptual modalities in infancy: An investigation of underlying learning mechanism(s). Developmental Science, 22, e12847.

Frost, R., Armstrong, B.C. & Christiansen, M.H. (2019). Statistical learning research: A critical review and possible directions. Psychological Bulletin, 145, 1128-1153.

Frost, R.L.A., Isbilen, E.S, Christiansen, M.H. & Monaghan, P. (2019). Testing the limits of non-adjacent dependency learning: Statistical segmentation and generalization across domains. In A. Goel, C. Seifert & C. Freksa (Eds.), Proceedings of the 41st Annual Conference of the Cognitive Science Society (pp. 1787-1793). Austin, TX: Cognitive Science Society.

Frost, R.L.A., Monaghan, P. & Christiansen, M.H. (2019). Mark my words: High frequency marker words assist early stages of language learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 45, 1883-1898.

Isbilen, E.S., Christiansen, M.H. & Chater, N. (2019). It’s about time: Adding processing to neuroemergentism. Journal of Neurolinguistics, 49, 224-227.

Ishkhanyan, B., Højen, A., Fusaroli, R., Johansson, C., Tylén, K. & Christiansen, M.H. (2019). Wait for it! Stronger influence of context on categorical perception in Danish than Norwegian. In A. Goel, C. Seifert & C. Freksa (Eds.), Proceedings of the 41st Annual Conference of the Cognitive Science Society (pp. 1949-1955). Austin, TX: Cognitive Science Society.

Jost, E., Brill-Schuetz, K., Morgan-Short, K. & Christiansen, M.H. (2019). Input complexity affects long- term retention of statistically learned regularities in an artificial language learning task. Frontiers in Human Neuroscience, 13, 358. doi: 10.3389/fnhum.2019.00358.

Kerz, E., Wiechmann, D. & Christiansen, M.H. (2019). Tuning to multiple statistics: Second language processing of multiword sequences across registers. In A. Goel, C. Seifert & C. Freksa (Eds.), Proceedings of the 41st Annual Conference of the Cognitive Science Society (pp. 546-552). Austin, TX: Cognitive Science Society.

McCauley, S.M. & Christiansen, M.H. (2019). Language learning as language use: A cross-linguistic model of child language development. Psychological Review, 126, 1-51.

McCauley, S.M. & Christiansen, M.H. (2019). Modeling children’s early linguistic productivity through the automatic discovery and use of lexically-based frames. In A. Goel, C. Seifert & C. Freksa (Eds.), Proceedings of the 41st Annual Conference of the Cognitive Science Society (pp. 782-788). Austin, TX: Cognitive Science Society.

Trecca, F., McCauley, S.M., Andersen, S.R., Bleses, D., Basbøll, H., Højen, A., Madsen, T.O., Ribu, I.S.B. & Christiansen, M.H. (2019). Segmentation of highly vocalic speech via statistical learning: Insights from a cross-linguistic study of Danish, Norwegian, and English. Language Learning, 69, 143–176.

Trecca, F., McCauley, S.M., Andersen, S.R., Bleses, D., Basbøll, H., Højen, A., Madsen, T.O., Ribu, I.S.B. & Christiansen, M.H. (2019). Segmentation of highly vocalic speech via statistical learning: Insights from a cross-linguistic study of Danish, Norwegian, and English. Language Learning, 69, 143–176.

Trecca, F., Tylén, K., Fusaroli, R., Johansson, C. & Christiansen, M.H. (2019). Top-down information is more important in noisy situations: Exploring the role of pragmatic, semantic, and syntactic information in language processing. In A. Goel, C. Seifert & C. Freksa (Eds.), Proceedings of the 41st Annual Conference of the Cognitive Science Society (pp. 2988-2994). Austin, TX: Cognitive Science Society.

Weber, K., Christiansen, M.H., Indefrey, P. & Hagoort, P. (2019). Primed from the start: Syntactic priming during the first days of language learning. Language Learning, 69, 198–221.


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