• Informal (Language) Science
• Tense & Aspect (Acquisition and more)
• Developmental Sociolinguistics (including the ORDDR work)
• Picture books
• Children’s Language Acquisition (general)
• Early Event Cognition
Informal (Language) Science
Patson, N. D. & Wagner, L. (2024). Building a more engaged scientist from the bottom up: The impact of public engagement training on undergraduate students. PLOS ONE 19 (4), e0302671.
Patson, N. D., Baker, N., Awani, S., Bednar, N. & Wagner, L. (2024). Using language science to promote interest in science in a science museum. Visitor Studies 27 (1), 19 – 38.
Wagner, L. & McKee, C. (2023). How to Talk Language Science with Everybody. Cambridge: Cambridge University Press.
Wagner, L., Awani, S., Patson, N. D. & Stanhope, R. (2023). To what extent does the general public endorse language myths? Language and Linguistics Compass, e12486. DOI: 10.1111/lnc3.12486
Arunachalam, S., Bednar, N., Burns, L., Cobo Nieto, M., & Wagner, L. (2023). Show don’t tell: Engaging the public in language science through a participatory experiment. Language 99 (1), e1 – e17.
Wagner, L., Patson, N. D. & Awani, S. (2022). What does the public think about language science? Language 98 (4), e224-249.
Bednar, N., Arunachalam, S., & Wagner, L. (2021). Improving science trust and attitudes through DIY citizen science. Connected Science Learning, 3 (3).
Wagner, L., Moore, L. C., & Campbell-Kibler, K. (2021). Training Students to Conduct Outreach in an Informal Science Learning Environment (Chapter 10). In Farland-Smith, D. (Ed). Enhancing Learning Opportunities through Student, Scientist, and Teacher Partnerships. IGI Global. Pp 179 – 197.
Wagner, L., Speer, S. R., Moore, L. C., McCullough, E. A., Ito, K., Clopper, C. G., & Campbell-Kibler, K. (2015). Linguistics in a science museum: Integrating research, teaching, and outreach in a language sciences research lab. Language and Linguistics Compass 9, 420-431.
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Tense & Aspect (Acquisition and more!)
Bowdrie, K., Holt, R. F., Blank, A. & Wagner, L. (2021). Naturalistic use of aspect morphology in deaf and hard-of-hearing children. Journal of Child Language 49, 366 – 381
Blank, A., Holt, R. F., & Wagner, L. (2020). Inhibitory control and receptive vocabulary influence aspect comprehension in children. Applied Psycholinguistics, 41, 133 – 151.
Patt, R., Arunachalam, S. & Wagner, L. (2020). The Development of a Sense of an Ending. In Brown, M. M. & Kohut, A. (eds), Proceedings of the 44th Boston University Conference on Language Development. Somerville, MA: Cascadilla Press. 492 – 502.
Davidson, K., Kocab, A., Sims, A. & Wagner, L. (2019). The relationship between verbal form and event structure in sign languages. Glossa:A Journal of General Linguistics, 4(1), 123. 1- 36. DOI: http://doi.org/10.5334/gigl.924.
Wagner, L. (2018). The Influence of Linguistic Temporal Organization on Children’s Understanding of Temporal Terms and Concepts. In Syrett, K. & Arunachalam, S. (Eds). Semantics in Acquisition. Trends in Language Acquisition Research. Amsterdam: John Benjamins Co. 45 – 65.
Fedder, J.C. & Wagner, L. (2015). Being up front: Narrative context and aspectual choice. Language and Cognition 7, 239 – 264.
Wagner, L. (2012) First Language Acquisition. In Binnick, R. (ed), The Oxford Handbook of Tense and Aspect. Oxford: Oxford University Press. 458 – 480.
Wagner, L. (2010) Inferring Meaning from Syntactic Structures in Acquisition: The Case of Transitivity and Telicity. Language and Cognitive Processes 25, 1354 – 1379.
Wagner, L. (2009) I’ll Never Grow Up: Continuity in Aspectual Representations. Linguistics 47 (5), 1051 – 1074.
Wagner, L. (2006) Aspectual Bootstrapping in Language Acquisition: Telicity and Transitivity. Language Learning and Development 2(1), 51 – 76.
Wagner, L. and S. Carey (2003) Individuation of Objects & Events: A Developmental Study. Cognition 90 (2), 163 – 191.
Wagner, L. (2002) Understanding Completion Entailments in the Absence of Agency Cues. Journal of Child Language 29, 109 – 125.
Wagner, L. (2001) Aspectual Influences on Early Tense Interpretation. Journal of Child Language 28, 661 – 681.
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Developmental Sociolinguistics (and also please see the ORDDR website)
Song, Y. J., Clopper, C. G., & Wagner, L. (2022). Use of uptalk in narratives. Paper presented at the Speech Prosody conference, Lisbon, Portugal.
Dossey, E., Clopper, C.G., & Wagner, L. (2020). The development of sociolinguistic competences across the lifespan: Three domains of regional dialect perception. Language Learning and Development 16 (4), 330 – 350.
Clopper, C. G. & Wagner, L. (2019). Regional Dialect Intelligibility Across the Lifespan. Proceedings from the International Congress for Phonetic Sciences. 2324 – 2328.
McCullough, E.A., Clopper, C. G., & Wagner, L. (2019b). The development of regional dialect locality judgments and language attitudes across the lifespan. Child Development 90 (4), 1080 – 1096.
McCullough, E.A., Clopper, C. G., & Wagner, L. (2019a). Regional dialect perception across the lifespan: Identification and discrimination. Language and Speech 62 (1),115 – 136.
Jones, Z., Yan, Q., Wagner, L., & Clopper, C. (2017). The development of dialect classification across the lifespan. Journal of Phonetics 60, 20 – 37.
Wagner, L., Vega-Mendoza, M., Van Horn, S. (2014). Social and linguistic cues facilitate children’s register comprehension. First Language, 34, 299 – 314.
Wagner, L., Clopper, C. G., & Pate, J. (2014). Children’s perception of dialect variation. Journal of Child Language, 41, 1062 – 1084.
Wagner, L., Dunfield, K., & Rohrbeck, K. (2014) Children’s use of social cues when learning conventions. Journal of Cognition and Development, 15, 479 – 494.
Clopper, C., Rohrbeck, K. L. & Wagner, L. (2013) Perception of talker age by young adults with High-Functioning Autism. Journal of Autism and Developmental Disorders, 43 134 – 146.
Clopper, C., Rohrbeck, K. L. & Wagner, L. (2012) Perception of dialect variation by young adults with high functioning Autism. Journal of Autism and Developmental Disorders 41, 740 – 754.
Wagner, L., Greene-Havas, M. & Gillespie, R. (2010) Development in Children’s Comprehension of Linguistic Register. Child Development 81, 1678 – 1685.
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Picture books
Henkaline, K. N. & Wagner, L. (2020). The influence of book genre on parent-child reading interactions. Cognitive Development 55, 100907.
Wagner, L. (2017) Factors influencing Parents’ Preferences and parents’ Perceptions of Child Preferences of Picturebooks. Frontiers in Psychology, 8, Article 1448 (September).
Wagner, L. (2013) By the numbers: A quantitative content analysis of chidlren’s picturebooks. Frontiers in Psychology, 4, Article 850 (November).
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Children’s Language Acquisition (General)
Walton, K. M., Borowy, A., Fecher, M., & Wagner, L. (2024). Can you teach me how to open the box?: Examining young children’s teaching behavior towards adults with and without disabilities. Cognitive Development 70, 101449.
Wagner, L. & Holt, R. F. (2023 – online). Time after time: Factors influencing children’s comprehension of before and after. Journal of Child Language, 1- 9. DOI: https://doi.org/10.1017/S0305000923000612
Frick Semmler, B.J., Bean, A. & Wagner, L. (2023). Examining core vocabulary with language development for early symbolic communicators. International Journal of Speech Language Pathology, 26 (1), 28 – 37.
Jung, J., Reed, J., Wagner, L., Stephens, J., Warner-Czyz, A. D., Uhler, K. & Houston, D. (2020). Early vocabulary profiles of young deaf children who use cochlear implants. Journal of Speech, Language, and Hearing Research 63 (4), 1254 – 1269.
Hübscher, I., Wagner, L. & Prieto, P. (2020). 3-year-olds infer affective stance from prosody. Journal of Politeness Research, 16 (1), 85 – 110.
Haward, P., Wagner, L., Carey, S., & Prasada, S. (2018). The representation and acquisition of principled connections. Cognition, 176, 255 – 268.
Ito, K., Bibyk, S., Wagner, L., & Speer, S.R. (2014) Interpretation of contrastive pitch accent in 6- to 11-year-old English Speaking children (and adults). Journal of Child Language 41, 84 – 110.
Candan, A., Küntay, A. C., Yeh, Y., Cheung, H., Wagner, L., & Naigles, L. R., (2012) Language and age effects in children’s processing of word order. Cognitive Development 27, 205-221.
Wagner, L. (2010) Acquisition of Semantics. Wiley Interdisciplinary Reviews: Cognitive Science 1 (4), 519 – 526 .
Wagner, L., Swenson, L., & Naigles, L. (2009) Children’s Early Productivity with Verbal Morphology. Cognitive Development 24, 223 – 239.
Barner, D., Wagner, L., & Snedeker, J. (2008) Events and the ontology of individuals: Verbs as a source of individuating nouns. Cognition 105, 805 – 832.
Wagner, L., E. Kako, E. Amick, E. Carrigan, and K. Liu (2005) Children’s Use of Pointing to Anchor Reference during Story-telling. In Brugos, A., M. R. Clark-Cotton, and S. Ha (eds) Proceedings of the 29th annual Boston University Conference on Language Development. Somerville: Cascadilla Press. 639-650.
Kako, E. & L. Wagner (2001) The Semantics of Syntactic Structures. Trends in Cognitive Science, Vol 5 no. 3, 102 – 108.
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Event Cognition
Monroy, C. & Wagner, L. (2023). Finding structure in modern dance. Cognitive Science 47 (11), e13375.
Wagner, L. (2009) Manners and Goals in Pre-Linguistic Thought: The Origins of Aspectual Construal. In Chandlee, J., Franchini, M., Lord, S., & Rheiner, G. (eds) Proceedings of the 33rd annual Boston University Conference on Language Development. Somerville: Cascadilla Press.
Wagner, L. and Lakusta, L. (2009) Using Language to Navigate the Infant Mind. Perspectives on Psychological Science 4 (2), 177 – 184.
Wagner, L., A. Yocom, M. Greene-Havas (2008) Children’s Understanding of Directed Motion Events in an Imitation Choice Task. Journal of Experimental Child Psychology 100, 264 – 275.
Lakusta, L., L. Wagner, K. O’Hearn, B. Landau (2007) Conceptual Foundations of Spatial Language: Evidence for a Goal Bias in Infants. Language Learning and Development 3(3), 179 – 197.
Wagner, L. and S. Carey (2005) 12-month-olds Represent Probable Endings of Motion Events. Infancy 7 (1), 73 – 83.