Dr Claire Noble
Research Associate
- Email: Claire.noble@manchester.ac.uk
- Telephone: +44 (0)161 275 2594
Research
My research focuses on how children learn their first language, specifically how children learn the combinatory rules, or grammar of their language. A unique but universal quality of language is the fact that the structure (or form) of a sentence affects its meaning. For example, although the two sentences “the dog bit the man” and “the man bit the dog” share the same words, they have very different meanings because of the way the words are combined. As children, we have to learn how to combine words in our language in order to understand others and make ourselves understood. The aim of my studies is to determine when and how young children master these structural cues to meaning.
Publications
2011
- Lieven, E.V.M, Noble, C.H. (2011). The acquisition of argument structure. Zeitschrift für Anglistik und Amerikanistik, 59(4), 411-424. eScholarID:159689
- Noble, C.H, Rowland, C.F, Pine, J.M. (2011). Comprehension of argument structure and semantic roles: Evidence from infants and the forced-choice pointing paradigm. Cognitive Science, 35(5), 963-982. eScholarID:159688
- Rowland, C. F. & Noble, C. H. (2011). The Role of Syntactic Structure in Children’s Sentence Comprehension: Evidence from the Dative. Language Learning and Development, 7(1), 55-75. eScholarID:94641
2010
- Noble, C., Theakston, A., & Lieven, E. (2010). Comprehension of intransitive argument structure: the first- noun-as-agent bias. Presented at Boston University Conference on Language Development. Boston. eScholarID:96358
2009
- Noble, C., Rowland, C., & Pine, J. (2009). Comprehension of Argument Structure and Semantic roles: Evidence from Infants and the Forced Choice Pointing Paradigm. Presented at Society for Research in Child Development. Denver, Colorado. eScholarID:96362
- Noble, C., Rowland, C., Pine, J. (2009). Comprehension of Argument Structure: Evidence from Infants and the Intermodal Preferential Looking Paradigm. Presented at Society for Research in Child Development. Denver, Colorado. eScholarID:96363
- Cameron-Faulkner, T, Noble, C.H. A construction-based comparison of book text and Child Directed Speech. eScholarID:159692
- Noble, C.H, Rowland, C.F, Pine, J.M. Vocabulary and comprehension of argument structure: Evidence from English-learning children and the intermodal preferential looking paradigm. eScholarID:159695
- Noble, C.H, Theakston, A.L, Lieven, E.V.M. Comprehension of intransitive argument structure: The first noun as causal agent bias. eScholarID:159694