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Linguistics : Publications since January 2018

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%% Baran, Dominika M   
@article{fds335450,
   Author = {Baran, DM},
   Title = {Narratives of migration on Facebook: Belonging and identity
             among former fellow refugees},
   Journal = {Language in Society},
   Volume = {47},
   Number = {02},
   Pages = {245-268},
   Publisher = {Cambridge University Press (CUP)},
   Year = {2018},
   Month = {April},
   url = {http://dx.doi.org/10.1017/s0047404518000027},
   Abstract = {<jats:title>Abstract</jats:title><jats:p>This article brings
             together research on migration and identity in translocal
             and superdiverse contexts, and the recently expanding
             interest in narratives and interaction in social media, by
             examining the construction of identities in narratives
             shared in a private Facebook group message. The participants
             are former fellow refugees from Poland who reconnected on
             Facebook after two decades. The article analyzes three
             narratives produced in response to the researcher's question
             about ethnic and national affiliations. Using Bucholtz
             &amp;amp; Hall's (2004) tactics of intersubjectivity
             framework, this study examines the complex and conflicting
             ways in which individuals position themselves with respect
             to various contexts of belonging and difference (Meinhof
             &amp;amp; Galasiński 2005) that emerge in their narratives.
             I argue that the narratives show a link between essentialist
             or nonessentialist views of ethnicity/nationality, and the
             teller's assumed agency over her identity. The study also
             discusses new possibilities for discursive practices in
             social media contexts. (Narrative, migration, social media,
             identity, belonging)</jats:p>},
   Doi = {10.1017/s0047404518000027},
   Key = {fds335450}
}


%% Bergelson, Elika   
@article{fds339362,
   Author = {Bergelson, E and Casillas, M and Soderstrom, M and Seidl, A and Warlaumont, AS and Amatuni, A},
   Title = {What Do North American Babies Hear? A large-scale
             cross-corpus analysis.},
   Journal = {Developmental Science},
   Volume = {22},
   Number = {1},
   Pages = {e12724},
   Year = {2019},
   Month = {January},
   url = {http://dx.doi.org/10.1111/desc.12724},
   Abstract = {A range of demographic variables influences how much speech
             young children hear. However, because studies have used
             vastly different sampling methods, quantitative comparison
             of interlocking demographic effects has been nearly
             impossible, across or within studies. We harnessed a unique
             collection of existing naturalistic, day-long recordings
             from 61 homes across four North American cities to examine
             language input as a function of age, gender, and maternal
             education. We analyzed adult speech heard by 3- to
             20-month-olds who wore audio recorders for an entire day. We
             annotated speaker gender and speech register (child-directed
             or adult-directed) for 10,861 utterances from female and
             male adults in these recordings. Examining age, gender, and
             maternal education collectively in this ecologically valid
             dataset, we find several key results. First, the speaker
             gender imbalance in the input is striking: children heard
             2-3× more speech from females than males. Second, children
             in higher-maternal education homes heard more child-directed
             speech than those in lower-maternal education homes.
             Finally, our analyses revealed a previously unreported
             effect: the proportion of child-directed speech in the input
             increases with age, due to a decrease in adult-directed
             speech with age. This large-scale analysis is an important
             step forward in collectively examining demographic variables
             that influence early development, made possible by pooled,
             comparable, day-long recordings of children's language
             environments. The audio recordings, annotations, and
             annotation software are readily available for reuse and
             reanalysis by other researchers.},
   Doi = {10.1111/desc.12724},
   Key = {fds339362}
}

@article{fds337129,
   Author = {Bergelson, E and Amatuni, A and Dailey, S and Koorathota, S and Tor,
             S},
   Title = {Day by day, hour by hour: Naturalistic language input to
             infants.},
   Journal = {Developmental Science},
   Volume = {22},
   Number = {1},
   Pages = {e12715},
   Year = {2019},
   Month = {January},
   url = {http://dx.doi.org/10.1111/desc.12715},
   Abstract = {Measurements of infants' quotidian experiences provide
             critical information about early development. However, the
             role of sampling methods in providing these measurements is
             rarely examined. Here we directly compare language input
             from hour-long video-recordings and daylong audio-recordings
             within the same group of 44 infants at 6 and 7 months. We
             compared 12 measures of language quantity and lexical
             diversity, talker variability, utterance-type, and object
             presence, finding moderate correlations across
             recording-types. However, video-recordings generally
             featured far denser noun input across these measures
             compared to the daylong audio-recordings, more akin to
             'peak' audio hours (though not as high in talkers and
             word-types). Although audio-recordings captured ~10 times
             more awake-time than videos, the noun input in them was only
             2-4 times greater. Notably, whether we compared videos to
             daylong audio-recordings or peak audio times, videos
             featured relatively fewer declaratives and more questions;
             furthermore, the most common video-recorded nouns were less
             consistent across families than the top audio-recording
             nouns were. Thus, hour-long videos and daylong
             audio-recordings revealed fairly divergent pictures of the
             language infants hear and learn from in their daily lives.
             We suggest that short video-recordings provide a dense and
             somewhat different sample of infants' language experiences,
             rather than a typical one, and should be used cautiously for
             extrapolation about common words, talkers, utterance-types,
             and contexts at larger timescales. If theories of language
             development are to be held accountable to 'facts on the
             ground' from observational data, greater care is needed to
             unpack the ramifications of sampling methods of early
             language input.},
   Doi = {10.1111/desc.12715},
   Key = {fds337129}
}

@article{fds338532,
   Author = {Laing, C and Bergelson, E},
   Title = {Mothers’ Work Status and 17-Month-Olds’ Productive
             Vocabulary},
   Journal = {Infancy},
   Volume = {24},
   Number = {1},
   Pages = {101-109},
   Publisher = {WILEY},
   Year = {2019},
   Month = {January},
   url = {http://dx.doi.org/10.1111/infa.12265},
   Abstract = {© International Congress of Infant Studies (ICIS)
             Literature examining the effects of mothers’ work status
             on infant language development is mixed, with little focus
             on varying work schedules and early vocabulary. We use
             naturalistic data to analyze the productive vocabulary of 44
             17-month-olds in relation to mothers’ work status (full
             time, part time, stay at home) at 6 and 18 months. Infants
             who experienced a combination of care from mothers and other
             caretakers had larger productive vocabularies than infants
             in solely full-time maternal or solely other-caretaker care.
             Our results draw from naturalistic data to suggest that this
             care combination may be particularly beneficial for early
             lexical development.},
   Doi = {10.1111/infa.12265},
   Key = {fds338532}
}

@article{fds327239,
   Author = {Bergelson, E and Swingley, D},
   Title = {Young Infants' Word Comprehension Given An Unfamiliar Talker
             or Altered Pronunciations.},
   Journal = {Child Development},
   Volume = {89},
   Number = {5},
   Pages = {1567-1576},
   Year = {2018},
   Month = {September},
   url = {http://dx.doi.org/10.1111/cdev.12888},
   Abstract = {To understand spoken words, listeners must appropriately
             interpret co-occurring talker characteristics and speech
             sound content. This ability was tested in 6- to
             14-months-olds by measuring their looking to named food and
             body part images. In the new talker condition (n = 90),
             pictures were named by an unfamiliar voice; in the
             mispronunciation condition (n = 98), infants' mothers
             "mispronounced" the words (e.g., nazz for nose). Six- to
             7-month-olds fixated target images above chance across
             conditions, understanding novel talkers, and mothers'
             phonologically deviant speech equally. Eleven- to
             14-months-olds also understood new talkers, but performed
             poorly with mispronounced speech, indicating sensitivity to
             phonological deviation. Between these ages, performance was
             mixed. These findings highlight the changing roles of
             acoustic and phonetic variability in early word
             comprehension, as infants learn which variations alter
             meaning.},
   Doi = {10.1111/cdev.12888},
   Key = {fds327239}
}

@article{fds333673,
   Author = {Amatuni, A and He, E and Bergelson, E},
   Title = {Preserved Structure Across Vector Space Representations.},
   Journal = {CoRR},
   Volume = {abs/1802.00840},
   Year = {2018},
   Key = {fds333673}
}


%% Fellin, Luciana   
@article{fds340564,
   Author = {Fellin, L},
   Title = {Observe, document, reflect, elaborate Language learning
             through ethnographic observation and collaborative
             projects},
   Journal = {Intralinea},
   Volume = {20},
   Year = {2018},
   Month = {January},
   Abstract = {© inTRAlinea & Luciana Fellin (2018). This paper
             illustrates a multi-phase Italian L2 learning module that
             implements a student centered reflective pedagogy based on
             collaborative and experiential learning. Students explore
             ordinary sites and practices outside of the classroom,
             approaching the task with specific roles to observe,
             document, reflect, and elaborate. Through scaffolded
             activities students come together to collaboratively
             elaborate a final product that synthesizes their learning
             experience. In this way, the classroom becomes a hub where
             students plan, negotiate and refine their learning products
             based on real life experiences. Finally, reflective
             pedagogy, which fosters student awareness of their own
             social, cultural and learning selves, coupled with the tools
             of ethnography, guide students to explore other cultures and
             worldviews, and push them to actively engage in their own
             language learning process.},
   Key = {fds340564}
}


%% Flanagan, Owen   
@article{fds335565,
   Author = {Flanagan, O and Caruso, GD},
   Title = {Neuroexistentialism},
   Pages = {1-22},
   Booktitle = {Neuroexistentialism: Meaning, Morals, and Purpose in the Age
             of Neuroscience},
   Publisher = {Oxford University Press},
   Year = {2018},
   Month = {February},
   ISBN = {9780190460723},
   url = {http://dx.doi.org/10.1093/oso/9780190460723.003.0001},
   Abstract = {<p><italic>Neuroexistentialism</italic> is a recent
             expression of existential anxiety over the nature of
             persons. Unlike previous existentialisms,
             neuroexistentialism is not caused by a problem with
             ecclesiastical authority, as was the existentialism
             represented by Kierkegaard, Dostoevsky, and Nietzsche, nor
             by the shock of coming face to face with the moral horror of
             nation state actors and their citizens, as in the
             mid-century existentialism of Sartre and Camus. Rather,
             neuroexistentialism is caused by the rise of the scientific
             authority of the human sciences and a resultant clash
             between the scientific and the humanistic image of persons.
             Flanagan and Caruso explain what neuroexistentialism is and
             how it is related to two earlier existentialisms and they
             spell out how neuroexistentialism makes particularly vivid
             the clash between the humanistic and the scientific image of
             persons. They conclude by providing a brief summary of the
             chapters to follow.</p>},
   Doi = {10.1093/oso/9780190460723.003.0001},
   Key = {fds335565}
}

@book{fds335566,
   Author = {Caruso, G and Flanagan, O},
   Title = {Neuroexistentialism: Meaning, morals, and purpose in the age
             of neuroscience},
   Pages = {1-374},
   Year = {2018},
   Month = {January},
   ISBN = {9780190460723},
   url = {http://dx.doi.org/10.1093/oso/9780190460723.001.0001},
   Abstract = {© Oxford University Press 2018. Existentialism is a concern
             about the foundation of meaning, morals, and purpose.
             Existentialisms arise when some foundation for these
             elements of being is under assault. In the past, first-wave
             existentialism concerned the increasingly apparent inability
             of religion and religious tradition to provide such a
             foundation, as typified in the writings of Kierkegaard,
             Dostoevsky, and Nietzsche. Second-wave existentialism,
             personified philosophically by Sartre, Camus, and de
             Beauvoir, developed in response to the inability of an
             overly optimistic Enlightenment vision of reason and the
             common good to provide such a foundation. There is a
             third-wave existentialism, a new existentialism, developing
             in response to advances in the neurosciences that threaten
             the last vestiges of an immaterial soul or self. With the
             increasing explanatory and therapeutic power of
             neuroscience, the mind no longer stands apart from the world
             to serve as a foundation of meaning. This produces
             foundational anxiety. This collection of new essays explores
             the anxiety caused by this third-wave existentialism and
             some responses to it. It brings together some of the
             world℉s leading philosophers, neuroscientists, cognitive
             scientists, and legal scholars to tackle our
             neuroexistentialist predicament and explore what the mind
             sciences can tell us about morality, love, emotion,
             autonomy, consciousness, selfhood, free will, moral
             responsibility, law, the nature of criminal punishment,
             meaning in life, and purpose.},
   Doi = {10.1093/oso/9780190460723.001.0001},
   Key = {fds335566}
}

@article{fds339638,
   Author = {Tononi, G and Flanagan, O},
   Title = {Philosophy and Science Dialogue: Consciousness},
   Journal = {Frontiers of Philosophy in China},
   Volume = {13},
   Number = {3},
   Pages = {332-348},
   Year = {2018},
   Month = {January},
   url = {http://dx.doi.org/10.3868/s030-007-018-0026-1},
   Abstract = {© 2018 by Koninklijke Brill NV, Leiden, The Netherlands.
             This is a dialogue between a philosopher and a scientist
             about the scientific explanation of consciousness. What is
             consciousness? Does it admit of scientific explanation? If
             so, what must a scientific theory of consciousness be like
             in order to provide us with a satisfying explanation of its
             explanandum? And what types of entities might such a theory
             acknowledge as being conscious? Philosopher Owen Flanagan
             and scientist Giulio Tononi weigh in on these issues during
             an exchange about the nature and scientific explanation of
             consciousness.},
   Doi = {10.3868/s030-007-018-0026-1},
   Key = {fds339638}
}


%% Mazuka, Reiko   
@article{fds335695,
   Author = {Guevara-Rukoz, A and Cristia, A and Ludusan, B and Thiollière, R and Martin, A and Mazuka, R and Dupoux, E},
   Title = {Are Words Easier to Learn From Infant- Than Adult-Directed
             Speech? A Quantitative Corpus-Based Investigation.},
   Journal = {Cognitive Science},
   Year = {2018},
   Month = {May},
   url = {http://dx.doi.org/10.1111/cogs.12616},
   Abstract = {We investigate whether infant-directed speech (IDS) could
             facilitate word form learning when compared to
             adult-directed speech (ADS). To study this, we examine the
             distribution of word forms at two levels, acoustic and
             phonological, using a large database of spontaneous speech
             in Japanese. At the acoustic level we show that, as has been
             documented before for phonemes, the realizations of words
             are more variable and less discriminable in IDS than in ADS.
             At the phonological level, we find an effect in the opposite
             direction: The IDS lexicon contains more distinctive words
             (such as onomatopoeias) than the ADS counterpart. Combining
             the acoustic and phonological metrics together in a global
             discriminability score reveals that the bigger separation of
             lexical categories in the phonological space does not
             compensate for the opposite effect observed at the acoustic
             level. As a result, IDS word forms are still globally less
             discriminable than ADS word forms, even though the effect is
             numerically small. We discuss the implication of these
             findings for the view that the functional role of IDS is to
             improve language learnability.},
   Doi = {10.1111/cogs.12616},
   Key = {fds335695}
}

@article{fds335696,
   Author = {Shin, M and Choi, Y and Mazuka, R},
   Title = {Development of fricative sound perception in Korean infants:
             The role of language experience and infants' initial
             sensitivity.},
   Journal = {Plos One},
   Volume = {13},
   Number = {6},
   Pages = {e0199045},
   Year = {2018},
   Month = {January},
   url = {http://dx.doi.org/10.1371/journal.pone.0199045},
   Abstract = {In this paper, we report data on the development of Korean
             infants' perception of a rare fricative phoneme distinction.
             Korean fricative consonants have received much interest in
             the linguistic community due to the language's distinct
             categorization of sounds. Unlike many fricative contrasts
             utilized in most of the world's languages, Korean fricatives
             (/s*/-/s/) are all voiceless. Moreover, compared with other
             sound categories, fricatives have received very little
             attention in the speech perception development field and no
             studies thus far have examined Korean infants' development
             of native phonology in this domain. Using a visual
             habituation paradigm, we tested 4‒6-month-old and
             7‒9-month-old Korean infants on their abilities to
             discriminate the Korean fricative pair in the [a] vowel
             context, /s*a/-/sa/, which can be distinguished based on
             acoustic cues, such as the durations of aspiration and
             frication noise. Korean infants older than 7 months were
             able to reliably discriminate the fricative pair but younger
             infants did not show clear signs of such discrimination.
             These results add to the growing evidence that there are
             native sound contrasts infants cannot discriminate early on
             without a certain amount of language exposure, providing
             further data to help delineate the specific nature of early
             perceptual capacity.},
   Doi = {10.1371/journal.pone.0199045},
   Key = {fds335696}
}


%% Neander, Karen   
@article{fds219963,
   Author = {K.L. Neander},
   Title = {"Toward an Informational Teleosemantics"},
   Booktitle = {Millikan and Her Critics},
   Editor = {Justine Kingsbury},
   Keywords = {Teleolosemantics, functions, information, representation,
             content, distal content, Millikan, Papineau.},
   Abstract = {This paper argues that there are response functions. Systems
             can have the function to produce one thing in response to
             another. This has consequences for the kind of
             teleosemantics that can be offered. Contrary to claims made
             by Millikan and Papineau, sensory representations can have
             contents that are determined by the functions of sensory
             systems to respond to stimuli in certain ways. This paper
             further explores these implications and offers a
             teleosemantic and yet informational theory for sensory
             representations. It further offers a solution to the problem
             of distal content.},
   Key = {fds219963}
}


%% Rosenberg, Alexander   
@article{fds340757,
   Author = {Rosenberg, A},
   Title = {Philosophical Challenges for Scientism (and How to Meet
             Them?)},
   Publisher = {Oxford University Press},
   Year = {2018},
   Month = {August},
   url = {http://dx.doi.org/10.1093/oso/9780190462758.003.0004},
   Abstract = {<p>Scientism is expounded. Then its two major challenges are
             stated and responses to them sketched. The first challenge
             is to its epistemology of mathematics-how we know the
             necessary truths of mathematics. The second challenge is to
             the very coherence of its eliminativist account of
             cognition. The first of these problems is likely to be taken
             more seriously by philosophers than by other advocates of
             scientism. It is a problem that has absorbed philosophers
             since Plato and on which little progress has been made. The
             second is often unnoticed, even among those who endorse
             scientism, since they don’t recognize their own commitment
             to eliminativism and so do not appreciate the threat of
             incoherence it poses. It is important for scientism to
             acknowledge these challenges.</p>},
   Doi = {10.1093/oso/9780190462758.003.0004},
   Key = {fds340757}
}

@article{fds336418,
   Author = {Rosenberg, A},
   Title = {Can we make sense of subjective experience in metabolically
             situated cognitive processes?},
   Journal = {Biology & Philosophy},
   Volume = {33},
   Number = {1-2},
   Publisher = {Springer Nature},
   Year = {2018},
   Month = {April},
   url = {http://dx.doi.org/10.1007/s10539-018-9624-4},
   Doi = {10.1007/s10539-018-9624-4},
   Key = {fds336418}
}

@book{fds336419,
   Author = {Rosenberg, A},
   Title = {Philosophy of social science, fifth edition},
   Pages = {1-347},
   Year = {2018},
   Month = {January},
   ISBN = {9780429963391},
   url = {http://dx.doi.org/10.4324/9780429494840},
   Abstract = {© 2016 by Taylor & Francis. All rights reserved. Philosophy
             of Social Science provides a tightly argued yet accessible
             introduction to the philosophical foundations of the human
             sciences, including economics, anthropology, sociology,
             political science, psychology, history, and the disciplines
             emerging at the intersections of these subjects with
             biology. Philosophy is unavoidable for social scientists
             because the choices they make in answering questions in
             their disciplines force them to take sides on philosophical
             matters. Conversely, the philosophy of social science is
             equally necessary for philosophers since the social and
             behavior sciences must inform their understanding of human
             action, norms, and social institutions. The fifth edition
             retains from previous editions an illuminating
             interpretation of the enduring relations between the social
             sciences and philosophy, and reflects on developments in
             social research over the past two decades that have informed
             and renewed debate in the philosophy of social science. An
             expanded discussion of philosophical anthropology and modern
             and postmodern critical theory is new for this
             edition.},
   Doi = {10.4324/9780429494840},
   Key = {fds336419}
}

@article{fds332348,
   Author = {Rosenberg, A},
   Title = {Making mechanism interesting},
   Journal = {Synthese},
   Volume = {195},
   Number = {1},
   Pages = {11-33},
   Publisher = {Springer Nature},
   Year = {2018},
   Month = {January},
   url = {http://dx.doi.org/10.1007/s11229-015-0713-5},
   Doi = {10.1007/s11229-015-0713-5},
   Key = {fds332348}
}


%% Rubin, David C.   
@article{fds339651,
   Author = {Rubin, DC and Deffler, SA and Umanath, S},
   Title = {Scenes enable a sense of reliving: Implications for
             autobiographical memory.},
   Journal = {Cognition},
   Volume = {183},
   Pages = {44-56},
   Year = {2019},
   Month = {February},
   url = {http://dx.doi.org/10.1016/j.cognition.2018.10.024},
   Abstract = {Autobiographical memory has been defined by the
             phenomenological properties of reliving, vividness, and
             belief that an event occurred. Neuropsychological damage
             that results in the inability to recall the layout of a
             scene also results in amnesia suggesting a possible milder
             effect in people without such neurological damage. Based on
             this and other observations, we hypothesized that the degree
             to which the layout of a scene is recalled will correlate
             positively with ratings of reliving, vividness, and belief,
             and will explain more variance in multiple regressions than
             recalling the scene's contents. We also hypothesized that a
             lack of layout underlies nonspecific autobiographical
             memories which are common in aging, future events, and
             clinical disorders, whereas currently such memories are most
             commonly measured by reports of extended duration. We tested
             these theory-driven novel hypotheses in three studies to
             replicate our results. In each study, approximately 200
             participants rated the layout, content, and other properties
             of personal events. Correlational analyses in each study and
             a structural equation model for the combined studies provide
             strong support for the role of mental scene construction in
             an integrative neurocognitive approach to clarify cognitive
             theory and clinical phenomena.},
   Doi = {10.1016/j.cognition.2018.10.024},
   Key = {fds339651}
}

@article{fds337343,
   Author = {Gehrt, TB and Berntsen, D and Hoyle, RH and Rubin,
             DC},
   Title = {Psychological and clinical correlates of the Centrality of
             Event Scale: A systematic review.},
   Journal = {Clinical Psychology Review},
   Volume = {65},
   Pages = {57-80},
   Year = {2018},
   Month = {November},
   url = {http://dx.doi.org/10.1016/j.cpr.2018.07.006},
   Abstract = {The Centrality of Event Scale (CES) was introduced to
             examine the extent to which a traumatic or stressful event
             is perceived as central to an individual's identity and life
             story, and how this relates to Posttraumatic Stress Disorder
             (PTSD) symptoms. In addition, the CES has been examined in
             relation to a range of other conditions and dispositions. We
             present a systematic review of the correlates of the CES.
             Results from 92 publications resulted in 25 measurement
             categories in the six theoretical domains of trauma,
             negative affect and distress, autobiographical memory,
             personality, positive affect, and gender. The mean weighted
             correlations of the 25 measurement categories ranged from
             -.17 to .55, with standard errors from .01 to .02, allowing
             us to distinguish empirically among effects. Consistent with
             the theoretical motivation for the CES and predictions
             predating the review, the CES correlated positively with a
             range of measures, correlating most highly with measures
             related to trauma, PTSD, grief, and autobiographical memory.
             The findings show that the CES probes aspects of
             autobiographical memory of broad relevance to clinical
             disorders, and with specific implications for theories of
             PTSD.},
   Doi = {10.1016/j.cpr.2018.07.006},
   Key = {fds337343}
}

@article{fds337418,
   Author = {Rubin, DC and Berntsen, D and Deffler, SA and Brodar,
             K},
   Title = {Self-narrative focus in autobiographical events: The effect
             of time, emotion, and individual differences.},
   Journal = {Memory & Cognition},
   Year = {2018},
   Month = {August},
   url = {http://dx.doi.org/10.3758/s13421-018-0850-4},
   Abstract = {Individuals may take a self-narrative focus on the meaning
             of personal events in their life story, rather than viewing
             the events in isolation. Using the Centrality of Event Scale
             (CES; Berntsen & Rubin in Behaviour Research and Therapy,
             44, 219-231, 2006) as our measure, we investigated
             self-narrative focus as an individual differences variable
             in addition to its established role as a measure of
             individual events. Three studies, with 169, 182, and 190
             participants had 11, 10, and 11 different events varied
             across the dimensions of remembered past versus imagined
             future, distance from the present, and valence. Imagined
             future events, events more distant from the present, and
             positive events all had increased self-narrative focus, in
             agreement with published theories and findings. Nonetheless,
             CES ratings for individual events correlated positively with
             each other within individuals (r ~ .30) and supported a
             single factor solution. These results are consistent with a
             stable individual differences tendency toward self-narrative
             focus that transcends single events. Thus, self-narrative
             focus is both a response whereby people relate individual
             events to their life story and identity and an individual
             differences variable that is stable over a range of events.
             The findings are discussed in relation to narrative measures
             of autobiographical reasoning.},
   Doi = {10.3758/s13421-018-0850-4},
   Key = {fds337418}
}

@article{fds335706,
   Author = {Hall, SA and Brodar, KE and LaBar, KS and Berntsen, D and Rubin,
             DC},
   Title = {Neural responses to emotional involuntary memories in
             posttraumatic stress disorder: Differences in timing and
             activity.},
   Journal = {Neuroimage. Clinical},
   Volume = {19},
   Pages = {793-804},
   Year = {2018},
   Month = {January},
   url = {http://dx.doi.org/10.1016/j.nicl.2018.05.009},
   Abstract = {Background:Involuntary memories are a hallmark symptom of
             posttraumatic stress disorder (PTSD), but studies of the
             neural basis of involuntary memory retrieval in
             posttraumatic stress disorder (PTSD) are sparse. The study
             of the neural correlates of involuntary memories of
             stressful events in PTSD focuses on the voluntary retrieval
             of memories that are sometimes recalled as intrusive
             involuntary memories, not on involuntary retrieval while
             being scanned. Involuntary memory retrieval in controls has
             been shown to elicit activity in the parahippocampal gyrus,
             precuneus, inferior parietal cortex, and posterior midline
             regions. However, it is unknown whether involuntary memories
             are supported by the same mechanisms in PTSD. Because
             previous work has shown that both behavioral and neural
             responsivity is slowed in PTSD, we examined the
             spatiotemporal dynamics of the neural activity underlying
             negative and neutral involuntary memory retrieval.
             Methods:Twenty-one individuals with PTSD and 21 non-PTSD,
             trauma-exposed controls performed an involuntary memory
             task, while undergoing a functional magnetic resonance
             imaging scan. Environmental sounds served as cues for
             well-associated pictures of negative and neutral scenes. We
             used a finite impulse response model to analyze temporal
             differences between groups in neural responses.
             Results:Compared with controls, participants with PTSD
             reported more involuntary memories, which were more
             emotional and more vivid, but which activated a similar
             network of regions. However, compared to controls,
             individuals with PTSD showed delayed neural responsivity in
             this network and increased vmPFC/ACC activity for
             negative > neutral stimuli. Conclusions:The similarity
             between PTSD and controls in neural substrates underlying
             involuntary memories suggests that, unlike voluntary
             memories, involuntary memories elicit similar activity in
             regions critical for memory retrieval. Further, the delayed
             neural responsivity for involuntary memories in PTSD
             suggests that factors affecting cognition in PTSD, like
             increased fatigue, or avoidance behaviors could do so by
             delaying activity in regions necessary for cognitive
             processing. Finally, compared to neutral memories, negative
             involuntary memories elicit hyperactivity in the vmPFC,
             whereas the vmPFC is typically shown to be hypoactive in
             PTSD during voluntary memory retrieval. These patterns
             suggest that considering both the temporal dynamics of
             cognitive processes as well as involuntary cognitive
             processes would improve existing neurobiological models of
             PTSD.},
   Doi = {10.1016/j.nicl.2018.05.009},
   Key = {fds335706}
}

@article{fds332086,
   Author = {Rubin, DC},
   Title = {What psychology and cognitive neuroscience know about the
             communicative function of memory.},
   Journal = {Behavioral and Brain Sciences},
   Volume = {41},
   Pages = {e30},
   Year = {2018},
   Month = {January},
   url = {http://dx.doi.org/10.1017/s0140525x1700156x},
   Abstract = {Mahr & Csibra (M&C) include interesting ideas about the
             nature of memory from outside of the field of cognitive
             psychology and cognitive neuroscience. However, the target
             article's inaccurate claims about those fields limit its
             usefulness. I briefly review the most serious omissions and
             distortions of the literature by the target article,
             including its misrepresentation of event memory, and offer
             suggestions for forwarding the goal of understanding the
             communicative function of memory.},
   Doi = {10.1017/s0140525x1700156x},
   Key = {fds332086}
}


%% Tomasello, Michael   
@article{fds326700,
   Author = {Kachel, U and Svetlova, M and Tomasello, M},
   Title = {Three-Year-Olds' Reactions to a Partner's Failure to Perform
             Her Role in a Joint Commitment.},
   Journal = {Child Development},
   Volume = {89},
   Number = {5},
   Pages = {1691-1703},
   Year = {2018},
   Month = {September},
   url = {http://dx.doi.org/10.1111/cdev.12816},
   Abstract = {When children make a joint commitment to collaborate,
             obligations are created. Pairs of 3-year-old children
             (N = 144) made a joint commitment to play a game. In three
             different conditions the game was interrupted in the middle
             either because: (a) the partner child intentionally
             defected, (b) the partner child was ignorant about how to
             play, or (c) the apparatus broke. The subject child reacted
             differently in the three cases, protesting normatively
             against defection (with emotional arousal and later
             tattling), teaching when the partner seemed to be ignorant,
             or simply blaming the apparatus when it broke. These results
             suggest that 3-year-old children are competent in making
             appropriate normative evaluations of intentions and
             obligations of collaborative partners.},
   Doi = {10.1111/cdev.12816},
   Key = {fds326700}
}

@article{fds333648,
   Author = {Kachel, G and Moore, R and Tomasello, M},
   Title = {Two-year-olds use adults' but not peers'
             points.},
   Journal = {Developmental Science},
   Volume = {21},
   Number = {5},
   Pages = {e12660},
   Year = {2018},
   Month = {September},
   url = {http://dx.doi.org/10.1111/desc.12660},
   Abstract = {In the current study, 24- to 27-month-old children (N = 37)
             used pointing gestures in a cooperative object choice task
             with either peer or adult partners. When indicating the
             location of a hidden toy, children pointed equally
             accurately for adult and peer partners but more often for
             adult partners. When choosing from one of three hiding
             places, children used adults' pointing to find a hidden toy
             significantly more often than they used peers'. In
             interaction with peers, children's choice behavior was at
             chance level. These results suggest that toddlers ascribe
             informative value to adults' but not peers' pointing
             gestures, and highlight the role of children's social
             expectations in their communicative development.},
   Doi = {10.1111/desc.12660},
   Key = {fds333648}
}

@article{fds332985,
   Author = {Tomasello, M},
   Title = {Great Apes and Human Development: A Personal
             History},
   Journal = {Child Development Perspectives},
   Volume = {12},
   Number = {3},
   Pages = {189-193},
   Publisher = {WILEY},
   Year = {2018},
   Month = {September},
   url = {http://dx.doi.org/10.1111/cdep.12281},
   Abstract = {© 2018 The Society for Research in Child Development, Inc.
             In this article, I recount my history of research with great
             apes. From the beginning, the idea was to compare apes to
             human children, with an eye to discovering facts relevant to
             describing and explaining processes of human development.
             The research went through three more or less distinct
             stages, focusing on communication and social learning,
             social cognition and theory of mind, and cooperation and
             shared intentionality. I conclude by identifying problems
             and prospects for comparative research in developmental
             psychology.},
   Doi = {10.1111/cdep.12281},
   Key = {fds332985}
}

@article{fds337395,
   Author = {Tomasello, M},
   Title = {How children come to understand false beliefs: A shared
             intentionality account.},
   Journal = {Proceedings of the National Academy of Sciences of the
             United States of America},
   Volume = {115},
   Number = {34},
   Pages = {8491-8498},
   Year = {2018},
   Month = {August},
   url = {http://dx.doi.org/10.1073/pnas.1804761115},
   Abstract = {To predict and explain the behavior of others, one must
             understand that their actions are determined not by reality
             but by their beliefs about reality. Classically, children
             come to understand beliefs, including false beliefs, at
             about 4-5 y of age, but recent studies using different
             response measures suggest that even infants (and apes!) have
             some skills as well. Resolving this discrepancy is not
             possible with current theories based on individual
             cognition. Instead, what is needed is an account recognizing
             that the key processes in constructing an understanding of
             belief are social and mental coordination with other persons
             and their (sometimes conflicting) perspectives. Engaging in
             such social and mental coordination involves species-unique
             skills and motivations of shared intentionality, especially
             as they are manifest in joint attention and linguistic
             communication, as well as sophisticated skills of executive
             function to coordinate the different perspectives involved.
             This shared intentionality account accords well with
             documented differences in the cognitive capacities of great
             apes and human children, and it explains why infants and
             apes pass some versions of false-belief tasks whereas only
             older children pass others.},
   Doi = {10.1073/pnas.1804761115},
   Key = {fds337395}
}

@article{fds335757,
   Author = {Bohn, M and Zimmermann, L and Call, J and Tomasello,
             M},
   Title = {The social-cognitive basis of infants' reference to absent
             entities.},
   Journal = {Cognition},
   Volume = {177},
   Pages = {41-48},
   Year = {2018},
   Month = {August},
   url = {http://dx.doi.org/10.1016/j.cognition.2018.03.024},
   Abstract = {Recent evidence suggests that infants as young as 12 month
             of age use pointing to communicate about absent entities.
             The tacit assumption underlying these studies is that
             infants do so based on tracking what their interlocutor
             experienced in a previous shared interaction. The present
             study addresses this assumption empirically. In three
             experiments, 12-month-old infants could request additional
             desired objects by pointing to the location in which these
             objects were previously located. We systematically varied
             whether the adult from whom infants were requesting had
             previously experienced the former content of the location
             with the infant. Infants systematically adjusted their
             pointing to the now empty location to what they experienced
             with the adult previously. These results suggest that
             infants' ability to communicate about absent referents is
             based on an incipient form of common ground.},
   Doi = {10.1016/j.cognition.2018.03.024},
   Key = {fds335757}
}

@article{fds333647,
   Author = {House, BR and Tomasello, M},
   Title = {Modeling social norms increasingly influences costly sharing
             in middle childhood.},
   Journal = {Journal of Experimental Child Psychology},
   Volume = {171},
   Pages = {84-98},
   Year = {2018},
   Month = {July},
   url = {http://dx.doi.org/10.1016/j.jecp.2017.12.014},
   Abstract = {Prosocial and normative behavior emerges in early childhood,
             but substantial changes in prosocial behavior in middle
             childhood may be due to it becoming integrated with
             children's understanding of what is normative. Here we show
             that information about what is normative begins influencing
             children's costly sharing in middle childhood in a sample of
             6- to 11-year-old German children. Information about what is
             normative was most influential when indicating what was
             "right" (i.e., "The right thing is to choose this"). It was
             less influential when indicating what was prescribed by a
             rule (i.e., "There is a rule that says to choose this") or
             when it indicated what the majority of people do (i.e.,
             "Most people choose this"). These findings support the idea
             that middle childhood is when social norms begin to shape
             children's costly sharing and provide insight into the
             psychological foundations of the relationship between norms
             and prosocial behavior.},
   Doi = {10.1016/j.jecp.2017.12.014},
   Key = {fds333647}
}

@article{fds329386,
   Author = {Domberg, A and Köymen, B and Tomasello, M},
   Title = {Children's reasoning with peers in cooperative and
             competitive contexts.},
   Journal = {British Journal of Developmental Psychology},
   Volume = {36},
   Number = {1},
   Pages = {64-77},
   Year = {2018},
   Month = {March},
   url = {http://dx.doi.org/10.1111/bjdp.12213},
   Abstract = {We report two studies that demonstrate how five- and
             seven-year-olds adapt their production of arguments to
             either a cooperative or a competitive context. Two games
             elicited agreements from peer dyads about placing animals on
             either of two halves of a playing field owned by either
             child. Children had to produce arguments to justify these
             decisions. Played in a competitive context that encouraged
             placing animals on one's own half, children's arguments
             showed a bias that was the result of withholding known
             arguments. In a cooperative context, children produced not
             only more arguments, but also more 'two-sided' arguments.
             Also, seven-year-olds demonstrated a more frequent and
             strategic use of arguments that specifically refuted
             decisions that would favour their peers. The results suggest
             that cooperative contexts provide a more motivating context
             for children to produce arguments. Statement of contribution
             What is already known on this subject? Reasoning is a social
             skill that allows people to reach joint decisions.
             Preschoolers give reasons for their proposals in their peer
             conversations. By adolescence, children use sophisticated
             arguments (e.g., refutations and rebuttals). What the
             present study adds? Cooperation offers a more motivating
             context for children's argument production. Seven-year-olds
             are more strategic than five-year-olds in their reasoning
             with peers. Children's reasoning with others becomes more
             sophisticated after preschool years.},
   Doi = {10.1111/bjdp.12213},
   Key = {fds329386}
}

@article{fds331567,
   Author = {Vaish, A and Hepach, R and Tomasello, M},
   Title = {The specificity of reciprocity: Young children reciprocate
             more generously to those who intentionally benefit
             them.},
   Journal = {Journal of Experimental Child Psychology},
   Volume = {167},
   Pages = {336-353},
   Publisher = {Elsevier BV},
   Year = {2018},
   Month = {March},
   url = {http://dx.doi.org/10.1016/j.jecp.2017.11.005},
   Abstract = {Young children engage in direct reciprocity, but the
             mechanisms underlying such reciprocity remain unclear. In
             particular, prior work leaves unclear whether children's
             reciprocity is simply a response to receiving benefits
             (regardless of whether the benefits were intended) or driven
             by a mechanism of rewarding or preferring all benefactors
             (regardless of whom they benefited). Alternatively, perhaps
             children engage in genuine reciprocity such that they are
             particularly prosocial toward benefactors who intentionally
             provided them with benefits. Our findings support this
             third, richer possibility; the 3-year-olds who received
             benefits through the good intentions of a benefactor were
             subsequently more generous toward the benefactor than
             children who either (a) received the same benefits from the
             benefactor unintentionally or (b) observed the benefactor
             bestow the same benefits on another individual. Thus, young
             children are especially motivated to benefit those who have
             demonstrated goodwill toward them, suggesting, as one
             possible mechanism, an early sense of gratitude.},
   Doi = {10.1016/j.jecp.2017.11.005},
   Key = {fds331567}
}

@article{fds332984,
   Author = {Tomasello, M and Call, J},
   Title = {Thirty years of great ape gestures.},
   Journal = {Animal Cognition},
   Year = {2018},
   Month = {February},
   url = {http://dx.doi.org/10.1007/s10071-018-1167-1},
   Abstract = {We and our colleagues have been doing studies of great ape
             gestural communication for more than 30 years. Here we
             attempt to spell out what we have learned. Some aspects of
             the process have been reliably established by multiple
             researchers, for example, its intentional structure and its
             sensitivity to the attentional state of the recipient. Other
             aspects are more controversial. We argue here that it is a
             mistake to assimilate great ape gestures to the
             species-typical displays of other mammals by claiming that
             they are fixed action patterns, as there are many
             differences, including the use of attention-getters. It is
             also a mistake, we argue, to assimilate great ape gestures
             to human gestures by claiming that they are used
             referentially and declaratively in a human-like manner, as
             apes' "pointing" gesture has many limitations and they do
             not gesture iconically. Great ape gestures constitute a
             unique form of primate communication with their own unique
             qualities.},
   Doi = {10.1007/s10071-018-1167-1},
   Key = {fds332984}
}

@article{fds330413,
   Author = {Köymen, B and Tomasello, M},
   Title = {Children's meta-talk in their collaborative decision making
             with peers.},
   Journal = {Journal of Experimental Child Psychology},
   Volume = {166},
   Pages = {549-566},
   Year = {2018},
   Month = {February},
   url = {http://dx.doi.org/10.1016/j.jecp.2017.09.018},
   Abstract = {In collaborative decision making, children must evaluate the
             evidence behind their respective claims and the rationality
             of their respective proposals with their partners. In the
             main study, 5- and 7-year-old peer dyads (N = 196) were
             presented with a novel animal. In the key condition,
             children in a dyad individually received conflicting
             information about what the animal needs (e.g., rocks vs.
             sand for food) from sources that differ in reliability (with
             first-hand vs. indirect evidence). Dyads in both age groups
             were able to reliably settle on the option with the best
             supporting evidence. Moreover, in making their decision,
             children, especially 7-year-olds, engaged in various kinds
             of meta-talk about the evidence and its validity. In a
             modified version of the key condition in Study 2, 3- and
             5-year-olds (N = 120) interacted with a puppet who tried
             to convince children to change their minds by producing
             meta-talk. When the puppet insisted and produced meta-talk,
             5-year-olds, but not 3-year-olds, were more likely to change
             their minds if their information was unreliable. These
             results suggest that even preschoolers can engage in
             collaborative reasoning successfully, but the ability to
             reflect on the process by stepping back to jointly examine
             the evidence emerges only during the early school
             years.},
   Doi = {10.1016/j.jecp.2017.09.018},
   Key = {fds330413}
}

@article{fds332050,
   Author = {Mammen, M and Köymen, B and Tomasello, M},
   Title = {The reasons young children give to peers when explaining
             their judgments of moral and conventional
             rules.},
   Journal = {Developmental Psychology},
   Volume = {54},
   Number = {2},
   Pages = {254-262},
   Year = {2018},
   Month = {February},
   url = {http://dx.doi.org/10.1037/dev0000424},
   Abstract = {Moral justifications work, when they do, by invoking values
             that are shared in the common ground of the interlocutors.
             We asked 3- and 5-year-old peer dyads (N = 144) to identify
             and punish norm transgressors. In the moral condition, the
             transgressor violated a moral norm (e.g., by stealing); in
             the social rules condition, she/he violated a
             context-specific rule (e.g., by placing a yellow toy in a
             green box, instead of a yellow box). Children in both age
             groups justified their punishment in the social rules
             condition mostly by referring to the rule (e.g., "He must
             put yellow toys in the yellow box"). In contrast, in the
             moral condition they mostly justified their punishment by
             simply referring to the observed fact (e.g., "He stole"),
             seeing no need to state the norm involved (e.g., "He must
             not steal"), presumably because they assumed this as part of
             their moral common ground with their partner. These results
             suggest that preschoolers assume certain common ground moral
             values with their peers and use these in formulating
             explicit moral judgments and justifications. (PsycINFO
             Database Record},
   Doi = {10.1037/dev0000424},
   Key = {fds332050}
}

@article{fds329017,
   Author = {Grocke, P and Rossano, F and Tomasello, M},
   Title = {Young children are more willing to accept group decisions in
             which they have had a voice.},
   Journal = {Journal of Experimental Child Psychology},
   Volume = {166},
   Pages = {67-78},
   Year = {2018},
   Month = {February},
   url = {http://dx.doi.org/10.1016/j.jecp.2017.08.003},
   Abstract = {People accept an unequal distribution of resources if they
             judge that the decision-making process was fair. In this
             study, 3- and 5-year-old children played an allocation game
             with two puppets. The puppets decided against a fair
             distribution in all conditions, but they allowed children to
             have various degrees of participation in the decision-making
             process. Children of both ages protested less when they were
             first asked to agree with the puppets' decision compared
             with when there was no agreement. When ignored, the younger
             children protested less than the older children-perhaps
             because they did not expect to have a say in the
             process-whereas they protested more when they were given an
             opportunity to voice their opinion-perhaps because their
             stated opinion was ignored. These results suggest that
             during the preschool years, children begin to expect to be
             asked for their opinion in a decision, and they accept
             disadvantageous decisions if they feel that they have had a
             voice in the decision-making process.},
   Doi = {10.1016/j.jecp.2017.08.003},
   Key = {fds329017}
}

@article{fds335758,
   Author = {Halina, M and Liebal, K and Tomasello, M},
   Title = {The goal of ape pointing.},
   Journal = {Plos One},
   Volume = {13},
   Number = {4},
   Pages = {e0195182},
   Year = {2018},
   Month = {January},
   url = {http://dx.doi.org/10.1371/journal.pone.0195182},
   Abstract = {Captive great apes regularly use pointing gestures in their
             interactions with humans. However, the precise function of
             this gesture is unknown. One possibility is that apes use
             pointing primarily to direct attention (as in "please look
             at that"); another is that they point mainly as an action
             request (such as "can you give that to me?"). We
             investigated these two possibilities here by examining how
             the looking behavior of recipients affects pointing in
             chimpanzees (Pan troglodytes) and bonobos (Pan paniscus).
             Upon pointing to food, subjects were faced with a recipient
             who either looked at the indicated object (successful-look)
             or failed to look at the indicated object (failed-look). We
             predicted that, if apes point primarily to direct attention,
             subjects would spend more time pointing in the failed-look
             condition because the goal of their gesture had not been
             met. Alternatively, we expected that, if apes point
             primarily to request an object, subjects would not differ in
             their pointing behavior between the successful-look and
             failed-look conditions because these conditions differed
             only in the looking behavior of the recipient. We found that
             subjects did differ in their pointing behavior across the
             successful-look and failed-look conditions, but contrary to
             our prediction subjects spent more time pointing in the
             successful-look condition. These results suggest that apes
             are sensitive to the attentional states of gestural
             recipients, but their adjustments are aimed at multiple
             goals. We also found a greater number of individuals with a
             strong right-hand than left-hand preference for
             pointing.},
   Doi = {10.1371/journal.pone.0195182},
   Key = {fds335758}
}


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