Systematizing Semantic Knowledge: Changes over Time in the Child's Organization of Word Meaning
Full article: Going places in Dutch and mandarin Chinese: conceptualising the path of motion cross-linguistically
Can language restructure cognition? The case for space
Learning Simple Spatial Terms: Core and More - Landau - 2020 - Topics in Cognitive Science - Wiley Online Library
Melissa Bowerman
Ways of looking: Lexicalizing visual paths in verbs | Journal of Linguistics | Cambridge Core
PDF) Containment and Support: Core and Complexity in Spatial Language Learning
Languages | Free Full-Text | The Role of Input Factors in the Lexical Development of European Portuguese as a Heritage Language in Portuguese–German Bilingual Speakers | HTML
Dependencies in language
Full article: Word knowledge and lexical access in monolingual and bilingual migrant children: Impact of word properties
Psychology Press Festschrift: Routes to Language : Studies in Honor of Melissa Bowerman (Paperback) - Walmart.com
PDF) Putting things in places: Developmental consequences of linguistic typology | ResearchGate
Containment and Support: Core and Complexity in Spatial Language Learning - Landau - 2017 - Cognitive Science - Wiley Online Library
Routes to Language: Studies in Honor of Melissa Bowerman - 1st Edition
Language, Categories, Cognition
Early acquisition in Korean compared to French and English: Chapter 5. Language-specificity in motion expression
PDF) ABibliography of Linguistic Expressions forMotion Events Part I | Mojtaba Almasi - Academia.edu
Semantic interaction in early and late bilinguals: All words are not created equally | Bilingualism: Language and Cognition | Cambridge Core
PDF) "It was so much fun. It was 20 fun!" Cognitive and linguistic invitations to the development of scalar predicates.
Amazon.com: Routes to Language: Studies in Honor of Melissa Bowerman (Psychology Press Festschrift Series): 9781138876804: Mueller Gathercole, Virginia C.: Books
Melissa Bowerman
Semantic interaction in early and late bilinguals: All words are not created equally | Bilingualism: Language and Cognition | Cambridge Core
