Peer-reviewed articles
We are happy to provide pdf copies of articles. Please email us at lobolanguage (at) unm (dot) edu.
2025
Chee, M. R., T. Yazzie, R. Smith, B. Lycan, C League & A. Goldberg. (2025). Prioritizing community-researcher relationships to vitalize child language research. University of Hawaii Press. https://scholarspace.manoa.hawaii.edu/bitstreams/54cf97e7-8ae6-43b3-abfc-8b0ec1fca6ac/download
Lease, S. & Shin, N. (2025). Conceptual transfer: The impact of addressee location on Spanish-English bilinguals' nominal demonstratives. Acta Linguistica Academica. https://doi.org/10.1556/2062.2024.00878
Lease, S. & Shin, N. (2025). Linguistics convergence in US-raised Spanish-English bilinguals' nominal demonstrative use. Bilingualism: Language and Cognition, 1-14. https://doi.org/10.1017/S1366728925000161
2024
Chee, M. R. (2024). Navajo Verbs in Child Speech. Journal of Child Language, 1-26. https://doi.org/10.1017/S0305000924000229
Chee, M. R. & R. Henke. (2024). Child and Child-directed Speech in North American Languages. In C. Jany, K. Rice, & M. Mithun (eds.). The Languages and Linguistics of North America: A Comprehensive Guide. Mouton De Gruyter. https://doi.org/10.1515/9783110712742-033
Lease, S. (2024). Contextual frequency effects in children's phonetic variation: The case of Spanish word-initial /d/. Language Variation and Change, 1-24. https://doi.org/10.1017/S0954394524000176
Shin, N. (2024). Monolingual and bilingual child language acquisition and language change. In I. Sanz-Sánchez (ed.). Lifespan Acquisition and Language Change: Historical sociolinguistic perspectives, 44–63. John Benjamins. https://doi.org/10.1075/ahs.14.02shi
Shin, N. & F. Mendieta-Rodríguez. (2024). Spanish-English bilinguals' use of esta and esa. Studies in Hispanic and Lusophone Linguistics 17(1), 87-107. https://doi.org/10.1515/shll-2024-2004
Shin, N. & K. Miller. (2024). Children’s acquisition of morphosyntactic variation: A response to commentaries. Language Learning and Development 20(1), 83-96. https://doi.org/10.1080/15475441.2023.2239798
Yazzie, T. C., B. Lycan, A. Goldberg, K. Russell & M. R. Chee. (2024). Proceedings of the 2024 Child Language Acquisition Symposium for Indigenous Communities. https://digitalrepository.unm.edu/cgi/viewcontent.cgi?article=1000&context=iclrc
2023
Baker Martínez, E. & N. Shin. (2023). Child Heritage Speakers’ Overregularization of Spanish Past Participles. Special of Languages: Current Approaches to the Acquisition of Heritage Spanish 8(4), 272. https://doi.org/10.3390/languages8040272
Chee, M. R., Jones, F. V., Morford, J. P. & Shin, N. L. (2023). Usage-based approaches to child language development: Insights from studies of Navajo, ASL, and Spanish. In M. Diaz-Campos & S. Balasch (eds.). The Handbook of Usage-Based Linguistics, 379-392. Hoboken, NJ: John Wiley & Sons, Inc. https://doi.org/10.1002/9781119839859.ch21
Chee, M. R. & R. E. Henke. Child and child-directed speech in North American languages. In C. Dagostino, M. Mithun & K. Rice (eds.). The Languages and Linguistics of North America: A Comprehensive Guide, Vol. 2, 741-766. https://doi.org/10.1515/9783110712742-033
Lease, S. (2023). A usage-based account of paragogic /e/ in 20th century New Mexican Spanish. Studies in Hispanic and Lusophone Linguistics 16(2), 473-501. https://doi.org/10.1515/shll-2023-2017
Shin, N. & R. Vallejos. (2023). Demostrativos y posesivos. In G. Rojo, V. V. Rozas, & R. Torres-Cacoullos (eds.). Sintaxis del español Sintaxis del español / The Routledge Handbook of Spanish Syntax. Routledge.
Shin, N., A. Cuza & L. Sánchez. (2023). Structured variation, language experience, and crosslinguistic influence shape child heritage speakers’ Spanish direct objects. Bilingualism: Language and Cognition 26(2), 317-329. https://doi.org/10.1017/S1366728922000694
Tankersley, D. (2023). Broadening Bilingualism: The Case for Deaf Dual Language Education. Soleado Newsletter. Dual Language Education of New Mexico. https://dlenm.org/wp-content/uploads/2024/08/Summer-Soleado-2023.pdf
Wilkinson, E & Morford J. (2023). Understanding Signed Languages. London: Routledge. http://dx.doi.org/10.4324/9781003248460-3
2022
Brown, E. L. & N. Shin. (2022). Acquisition of cumulative conditioning effects on words: Spanish-speaking children's [subject pronoun + verb] usage. First Language 42(3). https://doi.org/10.1177/01427237211067574
Forrest, A. (2022). Rethinking Difference: How bilingualism research helps combat linguistic bias. Soleado Newsletter. Dual Language Education of New Mexico. https://dlenm.org/wp-content/uploads/2024/08/Fall-Soleado-2022-final.pdf
Lease, S. (2022). Spanish in Albuquerque, New Mexico: Spanish-English adults' and children's vocalic realizations. Languages 7(1), 53. https://doi.org/10.3390/languages7010053
Lease, S. & M. Marchesi. (2022). A sociophonetic approach to the acquisition of Spanish rhotics in a bilingual community. Proceedings of the Linguistic Society of America 7(1), 5231. https://doi.org/10.3765/plsa.v7i1.5231
Lease, S., N. Shin, & E. Bird-Brown. (2022). Community norms and lexical frequency shape U.S. bilingual children’s subject pronoun expression. Heritage Language Journal 19(1), 1-29. https://doi.org/10.1163/15507076-bja10007
Otheguy, R. & N. L. Shin. (2022). A functional-semiotic perspective on explanatory streams in sociosyntactic theory. In T. Christensen & T. J. Jensen (eds.). Explanations in sociosyntactic variation, 90-119. Cambridge University Press. https://doi.org/10.1017/9781108674942
Otheguy, R., N. L. Shin, & D. Erker. (2022). On the idiolectal nature of lexical and phonological contact: Spaniards, Nahuas, and Yorubas in the New World. In S. Mufwene & A. M. Escobar (eds.). The Cambridge Handbook of Language Contact. Vol. 2: Multilingualism in Population Structure, 370-400. Cambridge University Press. https://doi.org/10.1017/9781009105965.018
Shin, Naomi. (2022). Está abriendo, la abrió: Lexical knowledge, verb type and grammatical aspect shape child heritage speakers’ direct object omission in Spanish. International Journal of Bilingualism 27(5). https://doi.org/10.1177/13670069221124475
Shin, N. (2022). Structured variation in child heritage speakers’ grammars. Language and Linguistics Compass 16(12). https://doi.org/10.1111/lnc3.12480
Shin, N. L. & K. Miller. (2022). Children’s acquisition of morphosyntactic variation. Language Learning and Development 18(2), 125-150. https://doi.org/10.1080/15475441.2021.1941031
Sutton, A., Trudeau, N., Morford, J. P., Smith, M. M. & Mascolo, M.-È. (2022). Expressive and receptive performance with graphic symbol sentences by individuals who use aided communication. Augmentative and Alternative Communication, 38(3), 135-147. https://doi.org/10.1080/07434618.2022.2085623
Tomaszewski, P., Krzysztofiak, P., Morford, J. P. & Eźlakowski, W. (2022). Effects of age-of-acquisition on proficiency in Polish Sign Language: Insights to the critical period hypothesis. Frontiers in Psychology 13, 896339. https://doi.org/10.3389/fpsyg.2022.896339
2021
Blair, K. & S. Lease. (2021). An examination of social, phonetic, and lexical variables on the lenition of intervocalic voiced stops by Spanish heritage speakers. Languages 6(2), 108. https://doi.org/10.3390/languages6020108
Bosworth, R. G., Binder, E. M., Tyler, S. C. & Morford, J. P. (2021). Automaticity of lexical access in deaf and hearing bilinguals: Cross-linguistic evidence from the color Stroop task across five languages. Cognition, 212, 104659. https://psycnet.apa.org/doi/10.1016/j.cognition.2021.104659 (ASL Summary)
Morford, J. P. & Kroll, J. F. (2021). Bilingualism in deaf and hearing signers: A window into the dynamics of language variation. In W. Francis (ed.). Bilingualism Across the Lifespan: Opportunities and Challenges for Cognitive Research in a Global Society. New York: Routledge. https://doi.org/10.4324/9781315143996
Shin, N. L. (2021). Acquiring constraints on variable morphosyntax: Subject-verb ~ verb-subject word order in child Spanish. In M. Díaz-Campos (ed.). Handbook of Variationist Approaches to Spanish, 425-436. Routledge.
Shin, N.L. (2021). Testing interface and frequency hypotheses: Bilingual children’s acquisition of Spanish subject pronoun expression. In A. Nardy, A. Ghimenton, & J.-P. Chevrot (eds.). Sociolinguistic variation and language acquisition across the lifespan, 82-101. John Benjamins. https://doi.org/10.1075/silv.26.04shi?locatt=mode:legacy
Shin, N. L. & D. Ramírez-Urbaneja. (2021). La morfosintaxis del español como lengua de herencia durante la niñez. In Diego Pascual y Cabo and Julio Torres (eds.). Aproximaciones al estudio del español como lengua de herencia, 24-38. Routledge.
Shin, N.L. & J. P. Morford. (2021). Demonstratives in Spanish: Children’s developing conceptualization of interactive space. In Juan J. Colomina-Almiñana & Sandro Sessarego (eds.). Linguistic patterns in Spanish and beyond: Structure, Context and Development, 285-301. Routledge.
Shin, N. L., Marchesi, M. & Morford, J. P. (2021). Pathways of development in child heritage speakers’ use of Spanish demonstratives. Spanish as a Heritage Language 1(2), 222-246. https://doi.org/10.5744/shl.2021.1150
Shin, N. L. & Miller, K. (2021). Children's acquisition of morphosyntactic variation. Language Learning and Development 18(2), 125-150. https://doi.org/10.1080/15475441.2021.1941031
Villwock, A., E. Wilkinson, P. Piñar, & J.P. Morford. (2021). Language development in deaf bilinguals: Deaf middle school students co-activate written English and American Sign Language during lexical processing. Cognition 211, 104642. https://doi.org/10.1016/j.cognition.2021.104642
2020
Goeble-Mahrle, T. & N.L. Shin. (2020). A corpus study of child heritage speakers' Spanish gender agreement. International Journal of Bilingualism 24(5-6). https://doi.org/10.1177/1367006920935510
Hou, L. & Morford, J. P. (2020). Using sign language collocations to investigate acquisition: A commentary on Ambridge (2019). First Language 40(5-6). https://doi.org/10.1177/0142723720908075
Occhino, C., B. Anible & J. Morford. (2020). The role of iconicity, contrual, and proficiency in the online processing of handshape. Language and Cognition 12(1), 114-137. http://dx.doi.org/10.1017/langcog.2020.1
Shin, N., L. Hinojosa-Cantú, B. Shaffer, & J.P. Morford. (2020). Demonstratives as indicators of interactional focus: Spatial and social dimensions of Spanish esta and esa. Cognitive Linguistics 31(3), 485-514. https://doi.org/10.1515/cog-2018-0068
Sutton, A., Trudeau, N., Morford, J. P., & Smith, M. (2020). Expressive and receptive use of speech and graphic symbols by typically developing children: What skills contribute to performance on structured sentence-level tasks? International Journal of Speech-Language Pathology 23(2),155-167. https://doi.org/10.1080/17549507.2020.1756406
Villwock V. A., E. Wilkonson & J. P. Morford. (2020). Crossmodale Ko-Aktivierung von Schriftsprachen und Gebärdensprachen bei tauben Kindern und Erwachsenen. Das Zeichen 116, 486-497.
Wilkinson, E. & Morford, J.P. (2020). How Bilingualism Contributes to Healthy Development in Deaf Children: A Public Health Perspective. Maternal and Child Health Journal 24, 1330-1338. https://doi.org/10.1007/s10995-020-02976-6
2019
Chee, M. (2019). "DLOH, DLOH, DLOH! A Barrier or Tool? in Navajo Language Loss" In Jakelin Troy (ed.). Proceedings of FEL XXIII: Causes of language endangerment: Looking for answers and finding solutions to the global decline in linguistic diversity. Foundation for Endangered Languages, University of Sydney, Sydney, Australia.
Morford, J., B. Shaffer, N. Shin, P. Twitchell, & B. Petersen. (2019). An Exploratory Study of ASL Demonstratives. Languages 4(4), 80. Special Issue: HDLS 13: Challenges to Common Beliefs in Linguistic Research. https://doi.org/10.3390/languages4040080
Morford J., C. Occhino, M. Zirnstein, J. Kroll, E. Wilkinson & P.
O’Donnell Christoffersen, K. & N. L. Shin. (2018). ‘You live in the United States, you speak English,’ decían las maestras: How New Mexican Spanish speakers enact, ascribe and reject ethnic identities. In R. Bassiouney (ed.). Identity and Dialect Performance: A study of communities and dialect, 160-178. Routledge. http://doi.org/10.4324/9781315279732-10
Shin, N.L. (2018). Child heritage speakers' Spanish morphosyntax: Rate of acquisition and crosslinguistic influence. In K. Potowski (ed.), Handbook of Spanish as a Heritage Language, 235-253. Routledge.
Taff, A., M. Chee, J. Hall, M. Y. D. Hall, K. N. Martin & A. Johnston. (2018). Indigenous Language Use Impacts Wellness. In K. L. Rehg & L. Campbell (eds.). The Oxford Handbook of Endangered Languages, 862-884. https://doi.org/10.1093/oxfordhb/9780190610029.013.41
2017
Chee, M. (2017). A Longitudinal Cross-sectional Study on the Acquisition of Navajo Verbs in Children Aged 4 years 7 months through 11 years 2 months. Doctoral Dissertation, University of New Mexico, Albuquerque, NM. https://digitalrepository.unm.edu/ling_etds/52/
Erker, D., E. Ho-Fernández, R. Otheguy & N. L. Shin. (2017). The order and expression of nominal and pronominal subjects among first- and second-generation Cubans in the U.S. In A. Cuza (ed.). Cuban Spanish Dialectology: Variation, Contact and Change, 63-82. Washington DC: Georgetown University Press.
Morford, J., C. Occhino, P. Piñar, E. Wilkinson & J. Kroll. (2017). The time course of cross-language activation in deaf ASL-English bilinguals. Bilingualism: Language and Cognition 20(2), 337-350. http://dx.doi.org/10.1017/S136672891500067X
Occhino C., B. Anible, E. Wilkinson & J. Morford. (2017). Iconicity is in the eye of the beholder: How language experience effects perceived iconicity. Gesture 16(1), 100-126. http://dx.doi.org/10.1075/gest.16.1.04occ
Piñar, P., M. Carlson, J. Morford & P. Dussias. (2017). Bilingual deaf readers' use of semantic and syntactic cues in the processing of English relative clauses. Bilingualism: Language and Cognition 20(5), 980-998. http://dx.doi.org/10.1017/S1366728916000602
Shin, N. L. & M. H. Henderson. (2017). A sociolinguistic approach to teaching Spanish grammatical structures. Foreign Language Annals 50(1), 195-213. https://doi.org/10.1111/flan.12249
Shin, N. L., Requena, P. E., & Kemp, A. (2017). Bilingual and monolingual children's patterns of syntactic variation: Variable clitic placement in Spanish. In A. A. Benavides & R. G. Schwartz (Eds.), Language development and disorders in Spanish-speaking children, 63–88. Springer International Publishing/Springer Nature. https://doi.org/10.1007/978-3-319-53646-0_3
2016
Morford, J. & P. Wilcox. (2016). A tale of two articulators: What bilingualism and multimodality together reveal about language representation and use. Linguistic Approaches to Bilingualism 6(6), 792-798. http://dx.doi.org/10.1075/lab.6.6.09mor
Morford, J. & S. Wood. (2016). Linguistics: Gestures & Homesigns. In G. Gertz & P. Boudreault (eds.). The SAGE Deaf Studies Encyclopedia, 611-613.
Shin, N. L. (2016). Acquiring constraints on morphosyntactic variation: Children’s Spanish subject pronoun expression. Journal of Child Language 43(4), 914-947. https://doi.org/10.1017/s0305000915000380
Shin, N. L. (2016). Children’s Spanish subject pronoun expression: A developmental change in tú? In S. Sessarego & F. Tejedo (eds.). Spanish Language and Sociolinguistic Analysis, 155-176. Amsterdam/Philadelphia: John Benjamins. https://doi.org/10.1075/ihll.8.06shi
Shin, N. L. & J. Van Buren. (2016). Maintenance of Spanish subject pronoun expression patterns among bilingual children of farmworkers in Washington/Montana. Spanish in Context 13(2), 173-194. https://doi.org/10.1075/sic.13.2.01shi
Woods, M. R. & N. L. Shin. (2016). "Fijáte...sabes que le digo yo." Salvadoran voseo and tuteo in Oregon. In M.I. Moyna & S. Rivera-Mills (eds.). Forms of Address in the Spanish of the Americas, 305-324. Amsterdam/Philadelphia: John Benjamins.
2015
Anible, B., J. Morford. (2015). Look both ways before crossing the street: Perspectives on the intersection of bimodality and bilinguals. Bilingualism: Language and Cognition First View(2), 1-3. http://dx.doi.org/10.1017/S1366728915000358
Anible, B., P. Twitchell, G. S. Waters, P. Dussias, P. Piñar & J. Morford. (2015). Sensitivity to Verb Bias in American Sign Language-English Bilinguals. Journal of Deaf Studies and Deaf Education 20(3), 215-228. http://dx.doi.org/10.1093/deafed/env007
Carvalho, A., R. Orozco, & N. Shin. (2015). Subject Pronoun Expression in Spanish: A Cross-dialectal perspective. Washington DC: Georgetown University Press.
Kubus, O., A. Vilwock, J. Morford & C. Rathmann. (2015). Word recognition in deaf readers: Cross-language activation of German Sign Language and German. Applied Psycholinguistics 36(4), 831-854. http://dx.doi.org/10.1017/S0142716413000520
Morford, J., B. Nicodemus & E. Wilkinson. (2015). Research Methods in Psycholinguistic Investigations of Sign Language Processing. In E. Orfanidou, B. Woll & G. Morgan (eds.). Research Methods in Sign Language Studies: A Practical Guide, 207-247. http://dx.doi.org/10.1002/9781118346013.ch13
Shin, N.L. & D. Erker. (2015). The emergence of structured variability in morphosyntax: Childhood acquisition of Spanish subject pronouns. In A. Carvalho, R. Orozco & N. Shin (eds.), Subject pronoun expression in Spanish: A cross-dialectal perspective, 171-191. Washington DC: Georgetown University Press. https://blogs.bu.edu/danerker/files/2020/10/Shin-Erker-2015_Spanish-Pronouns-Children_GUP.pdf
Twitchell, P., Morford, J. P., & Hauser, P. C. (2015). Effects of SES on literacy development of deaf signing bilinguals. American annals of the deaf, 159(5), 433–446. https://doi.org/10.1353/aad.2015.0003
2014
Morford, J., J. Kroll, P. Piñar & E. Wilkinson. (2014). Bilingual word recognition in deaf and hearing signers: Effects of proficiency and language dominance on cross-language activation. Second Language Research 30(2), 251-271. http://dx.doi.org/10.1177/0267658313503467
Shin, N. L. (2014). Grammatical complexification in Spanish in New York: 3sg pronoun expression and verbal ambiguity. Language Variation and Change 26(3), 303-330. https://doi.org/10.1017/S095439451400012X
Shin, N. L. & C. Montes-Alcalá. (2014). El uso contextual del pronombre sujeto como factor predictivo de la influencia del inglés en el español en Nueva York. Sociolinguistic Studies 8(1), 85-110. https://doi.org/10.1558/sols.v8i1.85
Traxler, M., D. Corina, J Morford, S. Hafer & L. Hoversten. (2014). Deaf Readers' Response to Syntactic Complexity: Evidence from Self-Paced Reading. Memory & Cognition 42(1), 97-111. http://dx.doi.org/10.3758/s13421-013-0346-1
Trudeau, N., Sutton, A., & Morford, J. P. (2014). An investigation of developmental changes in interpretation and construction of graphic symbol sequences through systematic combination of input and output modalities. Augmentative and Alternative Communication, 30(3), 187-199, https://doi.org/10.3109/07434618.2014.940465
Villa, D., N. L. Shin, & E. Nagata. (2014). La nueva frontera: Spanish-speaking populations in Central Washington. Studies in Hispanic and Lusophone Linguistics 7(1), 149-172. https://doi.org/10.1515/shll-2014-1161
2013
Linford, B. & N. L. Shin. (2013). Lexical Frequency Effects on L2 Spanish Subject Pronoun Expression. In J. C. Amaro, G. Lord, A. de Prada Pérez, & J. E. Aaron (eds.). Selected Proceedings of the Hispanic Linguistics Symposium 2012, 175-189. Cascadilla Proceedings Project. http://www.lingref.com/cpp/hls/16/paper2933.pdf
Shin, N. L. (2013). Women as leaders of language change: A qualification from the bilingual perspective. In A. M. Carvalho & S. Beaudrie (eds.). Proceedings of the 6th International Workshop on Spanish Sociolinguistics, 135-147. Cascadilla Proceedings Project. http://www.lingref.com/cpp/wss/6/paper2863.pdf
Shin, N. L. & R. Otheguy. (2013). Social class and gender impacting change in bilingual settings: Spanish subject pronoun use in New York. Language in Society 42, 429-452. https://doi.org/10.1017/S0047404513000468
2012
Shin, N. L. (2012). Variable use of Spanish subject pronouns by monolingual children in Mexico. In K. Geeslin & M. Díaz-Campos (eds.). Proceedings of the 2010 Hispanic Linguistics Symposium, 130-141. Cascadilla Proceedings Project. http://www.lingref.com/cpp/hls/14/paper2661.pdf
Shin, N. L. & H. Cairns. (2012). The development of NP selection in school-age children: Reference and Spanish subject pronouns. Language Acquisition 19(1), 3-38. https://doi.org/10.1080/10489223.2012.633846
2011
Morford, J. & B. Hänel-Faulhaber. (2011). Homesigners as late learners: Connecting the dots from delayed acquisition in childhood to sign language processing in adulthood. Language and Linguistics Compass, 5(8), 525–537. https://doi.org/10.1111/j.1749-818X.2011.00296.x
Morford, J., E. Wilkinson, A. Villwock, P. Piñar & J. Kroll. (2011). When deaf signer read English: Do written words activate their sign translations?. Cognition 118(2), 286-292. http://dx.doi.org/10.1016/j.cognition.2010.11.006
Morford, J. & M. Carlson. (2011). Sign Perception and Recognition in Non-Native Signers of ASL. Language Learning and Development 7(2), 149-168. http://dx.doi.org/10.1080/15475441.2011.543393
Piñar, P., P. Dussias & J. Morford. (2011). Deaf Readers as Bilinguals: An Examination of Deaf Readers' Print Comprehension in Light of Current Advances in Bilingualism and Second Language Processing. Language and Linguistics Compass 5(10), 691-704. http://dx.doi.org/10.1111/j.1749-818X.2011.00307.x
2010
Carlson, M., J. Morford, B. Shaffer & P. Wilcox. (2010). The Educational Linguistics of Bilingual Deaf Education. In F. M. Hult (ed.). Directions and Prospects for Educational Linguistics, 99-115. http://dx.doi.org/10.1007/978-90-481-9136-9_7
Sutton, A., Trudeau, N., Morford, J., Rios, M., & Poirier, M. A. (2010). Preschool-aged children have difficulty constructing and interpreting simple utterances composed of graphic symbols. Journal of child language, 37(1), 1–26. https://doi.org/10.1017/S0305000909009477
Trudeau, N., Morford, J. P., & Sutton, A. (2010). The role of word order in the interpretation of canonical and non-canonical graphic symbol utterances: A developmental study. Augmentative and alternative communication, 26(2), 108–121. https://doi.org/10.3109/07434618.2010.481563
Trudeau, N., Sutton, A., Morford, J. P., Côté-Giroux, P., Pauzé, A. M., & Vallée, V. (2010). Strategies in construction and interpretation of graphic-symbol sequences by individuals who use AAC systems. Augmentative and alternative communication, 26(4), 299–312. https://doi.org/10.3109/07434618.2010.529619 (Voted Most Significant Research Article published in the AAC Journal in 2010).
2009
Shin, N.L. & H. Cairns. (2009). Subject pronouns in child Spanish & continuity of reference. In J. Collentine, B. Lafford, M. García & F. Marcos Marín (eds.) Proceedings of the 11th Hispanic Linguistics Symposium, 155-164. Cascadilla Proceedings Project. http://www.lingref.com/cpp/hls/11/paper2210.pdf
Sutton, A., T. Gallagher, J. Morford & N. Shahnaz. (2009). Interpretation of graphic symbol utterances. Augmentative and alternative communication 18(3), 205-214. http://dx.doi.org/10.1080/07434610212331281281
2008
Morford, J. P., Grieve-Smith, A. B., MacFarlane, J., Staley, J. & Waters, G. S. (2008). Effects of language experience on the perception of American Sign Language. Cognition, 109, 41-53. https://doi.org/10.1016/j.cognition.2008.07.016
2007
Adam, M., W. Iversen, E Wilkinson & J. Morford. (2007). Meaning on the one and on the other hand. In E. Tabakowska, C. Ljungberg & O. Fischer (eds.). Insistent Images, 211-227. http://dx.doi.org/10.1075/ill.5.19ada
Trudeau, N., Sutton, A., Dagenais, E., de Broeck, S., & Morford, J. (2007). Construction of graphic symbol utterances by children, teenagers, and adults: the effect of structure and task demands. Journal of speech, language, and hearing research, 50(5), 1314–1329. https://doi.org/10.1044/1092-4388(2007/092)
Wilcox, S. & J. Morford. (2007). Empirical methods in signed language research. In M. Gonzalez-Marquez, I. Mittelberg, S. Coulson & M. J. Spivey (eds.). Methods in Cognitive Linguistics, 171-200. http://dx.doi.org/10.1075/hcp.18.14wil
2006
Goertz, G., Lenté, K., Adams, S., Begay, J., & Chee, M. (2006). Use of causatives in Navajo: Syntax and morphology. Santa Barbara Papers in Linguistics, 18. https://www.linguistics.ucsb.edu/sites/secure.lsit.ucsb.edu.ling.d7/files/sitefiles/research/papers/18/Goertz.et_.al_._vol18.pdf
Shaffer, B. (2006). Deaf Children’s Acquisition of Modal Terms. In B. Schick, M. Marschark, & P. Spencer (Eds.), Advances in the Sign Language Development of Deaf Children. Oxford University Press, 291-313. https://doi.org/10.1093/acprof:oso/9780195180947.003.0012
2004
Chee, M., Ashworth, E., Buescher, S., & Kubacki, B. (2004). Grammaticization of Tense in Navajo: The Evolution of nt'éé. Santa Barbara Papers in Linguistics, 15, 76-90.
Morford, J. P. (2004). Der Altersfaktor im Gebärdenspracherwerb: Eine Neuinterpretation. Das Zeichen, 66, 85-88.
Sutton, A., Morford, J. P. & Gallagher, T. M. (2004). Production and comprehension of graphic symbol utterances expressing complex propositions by adults who use augmentative and alternative communication systems. Applied Psycholinguistics, 25(3), 349–371. https://doi.org/10.1017/S014271640400116X
2003
Morford, J. P. (2003). Grammatical development in adolescent first-language learners. Linguistics, 41(4), 681–721. https://doi.org/10.1515/ling.2003.022
2002
Morford, J. P. (2002). The expression of motion events in homesign. Sign Language & Linguistics 5(1), 55-71. https://doi.org/10.1075/sll.5.1.05mor
Morford, J. P. (2002). Why does exposure to language matter?. In T. Givón & B. F. Malle (eds.). The Evolution of Language out of Pre-language, 329-341. http://dx.doi.org/10.1075/tsl.53.18mor
Morford, J. P. & J. Macfarlane. (2002). Frequency Characteristics of American Sign Language. Sign Language Studies 3(2), 213-225. http://dx.doi.org/10.1353/sls.2003.0003
2000
Morford, J. P. (2000). Delayed phonological development in ASL: Two case studies of deaf isolates. Recherches linguistiques de Vincennes, 29, 121-142. https://doi.org/10.4000/rlv.1202
Morford, J. P. & J. Kegl. (2000). Gestural precursors to linguistic constructs: How input shapes the form of language. In D. McNeill (ed.). Language and Gesture, 358-367. Cambridge: Cambridge University Press. http://dx.doi.org/10.1017/CBO9780511620850.022
Morford, J. P. & R. I. Mayberry. (2000). A reexamination of "early exposure" and its implications for language acquisition by eye. In C. Chamberlain, J. P. Morford & R. I. Mayberry (eds.). Language acquisition by eye, 111-127. Lawrence Erlbaum Associates.
Sutton, A., T. Gallagher, J. Morford & N. Shahnaz. (2000). Relative clause sentence production using augmentative and alternative communication systems. Applied Psycholinguistics 21(04), 473-486. http://dx.doi.org/10.1017/S0142716400004033
1999
Chamberlain, C., Morford, J.P., & Mayberry, R.I. (Eds.). (1999). Language Acquisition By Eye (1st ed.). Psychology Press. https://doi.org/10.4324/9781410601766
1998
Morford, J. P. (1998). Gesture When There Is No Speech Model. New Directions for Child Development 1998(79), 101-116. http://dx.doi.org/10.1002/cd.23219987908
Sutton, A. E., & Morford, J. P. (1998). Constituent order in picture pointing sequences produced by speaking children using AAC. Applied Psycholinguistics, 19(4), 525-536. https://doi.org/10.1017/S0142716400010341
1997
Morford, J. P., & Goldin-Meadow, S. (1997). From here and now to there and then: The development of displaced reference in homesign and English. Child Development, 68(3), 420-435. https://doi.org/10.2307/1131669
1996
Morford, J. P. (1996). Insights to language from the study of gesture: A review of research on the gestural communication of non-signing deaf people. Language & Communication 16(2), 165-178. http://dx.doi.org/10.1016/0271-5309(96)00008-0
