Children's Early Understanding of Mass-Count Syntax: Individuation, Lexical Content, and the Number Asymmetry Hypothesis. Barner, D. & Snedeker, J. Language Learning and Development, 2(3):163-194, 2006. -pdf -psyarxiv -publisher-download bibtex @article{BarnerSnedeker2006,
Author = {David Barner and Jesse Snedeker},
Date-Added = {2018-05-16 23:41:15 +0000},
Date-Modified = {2018-06-06 23:15:01 +0000},
Journal = {Language Learning and Development},
Keywords = {Mass-count Distinction & Individuation},
Number = {3},
Pages = {163-194},
Title = {Children's Early Understanding of Mass-Count Syntax: Individuation, Lexical Content, and the Number Asymmetry Hypothesis},
Url-Pdf = {https://ladlab.squarespace.com/s/Barner-Snedeker-2006.pdf},
Url-Psyarxiv = {https://osf.io/2qjd5/},
Url-Publisher-Download = {http://www.tandfonline.com/doi/abs/10.1207/s15473341lld0203_2#},
Volume = {2},
Year = {2006},
Bdsk-Url-1 = {http://www.tandfonline.com/doi/abs/10.1207/s15473341lld0203_2#},
Bdsk-Url-2 = {https://ladlab.squarespace.com/s/Barner-Snedeker-2006.pdf},
Bdsk-Url-3 = {https://osf.io/2qjd5/}}
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