Publications

2025

Blake, A., Dabrowska, E., & Riches, N. (2025). Exploring cognitive predictors of language in children with developmental language disorder: The role of nonverbal IQ, working memory, implicit statistical learning, and speed of automatization. Journal of Communication Disorders, 116. https://doi.org/10.1016/j.jcomdis.2025.106541
Blake, A., Dąbrowska, E., & Llompart, M. (2025). Toward an Understanding of Developmental Language Disorder in Adults: Investigating the Relationship Between Cognitive Abilities and Linguistic Outcomes. Journal of Speech Language and Hearing Research, 68(8), 3895-3918. https://doi.org/10.1044/2025_JSLHR-24-00557
Edzard, L. (2025). Loan translation or independent development: the figura etymologica in Semitic and Yiddish. In Aaron Hornkohl, Magdalen Connolly, Eleanor Coghill, Ben Outhwaite. Nadia Vodro und Janet C.E. Watson (Eds.), Loan translation or independent development: the figura etymologica in Semitic and Yiddish. (pp. 555-575). Cambridge, UK: University of Cambridge Faculty of Asian and Middle Eastern Studies and Open Book Publisher.
Fernández Santos, S., Llompart, M., & Dabrowska, E. (2025). Predictive processing can override perceptual information: evidence from Spanish object relative clauses. Language and Cognition, 17. https://doi.org/10.1017/langcog.2025.10015
Fokashchuk, I. (2025). From spatial to abstract: Cross-linguistic convergence and divergence in prepositional use. Pedagogical Linguistics, 7(1), 189 - 219. https://doi.org/10.1075/pl.25005.fok
Gedik, T. (2025). How literacy acquisition changes L1 grammatical knowledge. Yearbook of the German Cognitive Linguistics Association. https://doi.org/10.1515/gcla-2025-0004
Grose-Hodge, M., Dabrowska, E., & Divjak, D. (2025). Bilingual acquisition during school years: predictors of achievement in the societal and heritage language. Frontiers in Language Sciences, 3. https://doi.org/10.3389/flang.2024.1419563
Kligge, H., Dabrowska, E., & Piske, T. (2025). Individual differences in the constructicon: German noun phrase agreement. Yearbook of the German Cognitive Linguistics Association. https://doi.org/10.1515/gcla-2025-0009
Ramezani, P., Krauß, P., & Schilling, A. (2025). Analysis of argument structure constructions in the large language model BERT. Frontiers in Computational Neuroscience, 19. https://doi.org/10.3389/frai.2025.1477246
Schallert, O. (2025). Dialektmorphologie zwischen formaler Autonomie und funktionaler Auslastung. In Nadine Proske, Thilo Weber, Monika Dannerer und Arnulf Deppermann (Hrg.), Gesprochenes Deutsch: Struktur Variation, Interaktion. (S. 131–157). Berlin, Boston: De Gruyter.
Sommerer, L., & Perek, F. (2025). Lexical factors in English definiteness marking. Corpus linguistics and linguistic theory.
Sommerer, L., & Van de Velde, F. (2025). Constructional networks. In Fried, M. Nikiforidou, K. (Eds.), The Cambridge Handbook of Construction Grammar. (pp. 220-246.). Cambridge: Cambridge University Press.
Sommerer, L., & Zehentner, E. (2025). <i>Go to church or die in prison:</i> PPs with bare institutional nouns in the history of English. Folia Linguistica. https://doi.org/10.1515/flin-2024-2057
Steinlen, A., & Piske, T. (2025). Majority and minority language elementary school children with and without reading difficulties in a regular foreign language and an immersion program. An exploratory study. Journal of Immersion and Content-Based Language Education. https://doi.org/10.1075/jicb.24002.ste
Steinlen, A., & Piske, T. (2025). Primary School students' German and English comeptences in a bilingual programme before and after the COVID-19 pandemic. Neofilolog.
Stöwer, P., Schilling, A., Ramezani, P., KISSANE, H., Maier, A., & Krauß, P. (2025). Multi-modal cognitive maps for language and vision based on neural successor representations. Neurocomputing, 631. https://doi.org/10.1016/j.neucom.2025.129662

2024

Edzard, L. (2024). “The art of acronymy and acrophony in Semitic”. In Nils P. Heeßel, Vera Tsukanova und Michael Waltisberg (Eds.), Der Perlentaucher. Festschrift für Stefan Weninger zu seinem 65. Geburtstag am 6. August 2024. (pp. 89-97). Wiesbaden: Harrassowitz.
Gedik, T. (2024). Print exposure leads to individual differences in the Turkish aorist. Language Sciences, 104. https://doi.org/10.1016/j.langsci.2024.101632
Gedik, T. (2024). Un-teaching Native Speaker Fallacy: A Practical Application and Discussion. Bloomsbury Publishing Plc..
Kenanidis, P., Llompart, M., Fernández Santos, S., & Dabrowska, E. (2024). Redundancy can hinder adult L2 grammar learning: evidence from case markers of varying salience levels. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1368080
Llompart, M., & Dabrowska, E. (2024). Explicit instruction improves the comprehension of Spanish object relatives by young monolingual children. Language and Cognition. https://doi.org/10.1017/langcog.2023.69
Llompart, M., Fernández Santos, S., & Dabrowska, E. (2024). Comprehension of object relatives in Spanish: the role of frequency and transparency in acquisition and adult grammar. Cognitive Linguistics. https://doi.org/10.1515/cog-2024-0016
Lorenzi, A., Ljunglöf, P., Benjamin, L., Timponi Torrent, T., Croft, W., Ziem, A.,... Matos, E. (2024). MoCCA: A Model of Comparative Concepts for Aligning Constructicons. In Harry Bunt, Nancy Ide, Kiyong Lee, Volha Petukhova, James Pustejovsky, Laurent Romary (Eds.), Proceedings of the 20th Joint ACL - ISO Workshop on Interoperable Semantic Annotation @ LREC-COLING 2024 (pp. 93–98). Turin, IT: Turin, Italien: ELRA and ICCL.
Prela, L., Dabrowska, E., & Llompart Garcia, M. (2024). Beyond age: exploring ultimate attainment in heritage speakers and late L2 learners. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1419116
Rastegar, A., & Ramezani, P. (2024). From’It’s All Greek to Me’to’Nur Bahnhof verstehen’: An Investigation of mBERT’s Cross-Linguistic Capabilities. In Felice Dell'Orletta, Alessandro Lenci, Simonetta Montemagni, Rachele Sprugnoli (Eds.), CEUR Workshop Proceedings. Pisa, ITA: CEUR-WS.
Schallert, O. (2024). Number fission from a formal and functional perspective. Zeitschrift für Sprachwissenschaft, 43(1), 115-145. https://doi.org/10.1515/zfs-2024-2004
Schilling, A., Gerum, R., Böhm, C., Rasheed, J., Metzner, C., Maier, A.,... Krauß, P. (2024). Deep learning based decoding of single local field potential events. NeuroImage, 297. https://doi.org/10.1016/j.neuroimage.2024.120696
Schüller, A., Schilling, A., Krauß, P., & Reichenbach, T. (2024). The Early Subcortical Response at the Fundamental Frequency of Speech Is Temporally Separated from Later Cortical Contributions. Journal of Cognitive Neuroscience, 36(3), 475-491. https://doi.org/10.1162/jocn_a_02103
Uhrig, P., & Herbst, T. (2024). How Collostructional Analysis Contributes to the Description of Argument Structure Constructions with Slots for that-and Infinitive Clauses. Zeitschrift für Anglistik und Amerikanistik, 72(3), 213-247. https://doi.org/10.1515/zaa-2024-2026
Winckel, E. (2024). French subject islands. Empirical and formal approaches. Berlin: Language Science Press.
Winckel, E., & Dabrowska, E. (2024). Language Analytic Ability, Print Exposure, Memory and Comprehension of Complex Syntax by Adult Native Speakers. Journal of Cognition, 7, 7. https://doi.org/10.5334/joc.333
Wright, R., Geertsema, S., le Roux, M., Winckel, E., & Dabrowska, E. (2024). The acquisition of constructions: Does modality matter? Reading & Writing, 15(1). https://doi.org/10.4102/rw.v15i1.489

2023

Dabrowska, E., & Gedik, T.A. (2023). Lexical knowledge, memory and experience. In Yearbook of the German Cognitive Linguistics Association. (pp. 57-74). Berlin: de Gruyter Mouton.
Dabrowska, E., Pascual, E., Macías-Gómez-Estern, B., & Llompart, M. (2023). Literacy-related differences in morphological knowledge: A nonce-word study. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1136337
Gedik, T. (2023). Collostructional transfer effects in Turkish learners of English. Pedagogical Linguistics. https://doi.org/10.1075/pl.22019.ged
Gedik, T., & Uslu, F. (2023). L1-L2 transfer in ditransitive construction: A usage-based replication study with Turkish speakers of English. Springer International Publishing.
Habermann, M. (2023). Diachrone Wortbildung und Konstruktionsgrammatik. In Lasch, Alexander / Ziem, Alexander (Eds.), Konstruktionsgrammatik VII. Wandel im Sprachgebrauch. (pp. 27-50). Tübingen: Stauffenberg.
Habermann, M. (2023). Textmuster in protestantischen Leichenpredigten des frühen und späten 17. Jahrhunderts. In Haaf, Susanne; Schuster, Britt-Marie. Unter Mitarbeit von Frauke Thielert (Hrg.), Historische Textmuster im Wandel. Neue Wege zu ihrer Erschließung. (S. 361-394). Berlin/Boston: De Gruyter.
Habermann, M. (2023). The German geschweige denn construction. Yearbook of the German Cognitive Linguistics Association, 11(1), 151-174. https://doi.org/10.1515/gcla-2023-0008
Kenanidis, P., Dabrowska, E., Llompart Garcia, M., & Pili-Moss, D. (2023). Can adults learn L2 grammar after prolonged exposure under incidental conditions? PLoS ONE, 18(7 July). https://doi.org/10.1371/journal.pone.0288989
Klotz, M., Mittmann, B., Sanchez-Stockhammer, C., & Uhrig, P. (2023). Editorial: Constructions under construction: Items, patterns, grammar. Yearbook of the German Cognitive Linguistics Association, 11(1), 1-6. https://doi.org/10.1515/gcla-2023-0001
Kölbl, N., Schilling, A., & Krauß, P. (2023). Adaptive ICA for Speech EEG Artifact Removal. In 2023 5th International Conference on Bio-engineering for Smart Technologies (BioSMART). Paris, FR: Institute of Electrical and Electronics Engineers Inc..
Patel, M., Garibyan, A., Winckel, E., & Evert, S. (2023). A reference constructicon as a database. Yearbook of the German Cognitive Linguistics Association, 11, 175-202. https://doi.org/10.1515/gcla-2023-0009
Sanchez-Stockhammer, C., & Uhrig, P. (2023). “I’m gonna get totally and utterly X-ed.” Constructing drunkenness. Yearbook of the German Cognitive Linguistics Association, 11, 121-150. https://doi.org/10.1515/gcla-2023-0007
Schallert, O. (2023). Morphological gaps in verbal diminutive formation: Some observations on Alemannic. In Thomas Strobel und Helmut Weiß (Eds.), Grammatical gaps: definition, typology and theory. (pp. 127–139). Hamburg: Buske.
Schilling, A., Sedley, W., Gerum, R.C., Metzner, C., Tziridis, K., Maier, A.,... Krauß, P. (2023). Predictive coding and stochastic resonance as fundamental principles of auditory phantom perception. Brain, 146(12), 4809-4825. https://doi.org/10.1093/brain/awad255
Schüller, A., Schilling, A., Krauß, P., Rampp, S., & Reichenbach, T. (2023). Attentional modulation of the cortical contribution to the frequency-following response evoked by continuous speech. The Journal of Neuroscience, 43(44), 7429-7440. https://doi.org/10.1523/JNEUROSCI.1247-23.2023
Sommerer, L. (2023). If that’s what she said, then that’s what she said: a usage-based, constructional analysis of pleonastic conditionals in English. Corpus Pragmatics, 7, 345-376. https://doi.org/10.1007/s41701-023-00148-9
Sommerer, L., & Hartmann, S. (2023). Reflecting on 35 years of constructions. Constructions, 15, 1-7. https://doi.org/10.24338/cons-654
Stöwer, P., Schilling, A., Maier, A., & Krauß, P. (2023). Conceptual Cognitive Maps Formation with Neural Successor Networks and Word Embeddings. In Proceedings of the IEEE International Conference on Development and Learning 2023 (ICDL). Macau.
Stöwer, P., Schilling, A., Maier, A., & Krauß, P. (2023). Neural network based formation of cognitive maps of semantic spaces and the putative emergence of abstract concepts. Scientific Reports. https://doi.org/10.1038/s41598-023-30307-6
Surendra, K., Schilling, A., Stöwer, P., Maier, A., & Krauß, P. (2023). Word class representations spontaneously emerge in a deep neural network trained on next word prediction. In M. Arif Wani, Mihai Boicu, Moamar Sayed-Mouchaweh, Pedro Henriques Abreu, Joao Gama (Eds.), Proceedings - 22nd IEEE International Conference on Machine Learning and Applications, ICMLA 2023 (pp. 1481-1486). Jacksonville, FL, USA: Institute of Electrical and Electronics Engineers Inc..
Uhl, P., Steinlen, A., & Piske, T. (2023). Elementary School First Graders’ Acquisition of Productive L2 French Grammar in Regular and CLIL Programs. Languages, 8(2), 138. https://doi.org/10.3390/languages8020138

2022

Dabrowska, E., & Blake, A. (2022). Speed of automatization predicts performance on “decorative” grammar in second language learning. In Thorsten Piske and Anja Steinlen (Eds.), Cognition and Second Language Acquisition: Studies on Pre-school, Primary School and Secondary School Children. (pp. 285-308). Tübingen: Gunter Narr.
Dabrowska, E., Pascual, E., & Macias Gomez-Estern, B. (2022). Literacy improves the comprehension of object relatives. Cognition, 224. https://doi.org/10.1016/j.cognition.2021.104958
Edzard, L. (2022). Pseudo-coordination, pseudo-subordination, and para-hypotaxis: A perspective from Semitic linguistics. In Giuliana Giusti, Vincenzo Nicolo Di Caro, Daniel Ross (Eds.), Pseudo-Coordination and Multiple Agreement Constructions. (pp. 231-242). John Benjamins Publishing Company.
Edzard, L. (2022). The functional spectrum of the Jibbali ~s-diatheses and the concept of potentiality/feasibility in Semitic. In Giuliano Castagna, Lutz Edzard (Eds.), South Arabia: Old Issues, New Perspectives. Proceedings of the Workshop at the University of Erlangen-Nürnberg on December 19, 2019. (pp. 51-72). Wiesbaden: Harrassowitz.
Garibyan, A., Schilling, A., Boehm, C., Zankl, A., & Krauß, P. (2022). Neural correlates of linguistic collocations during continuous speech perception. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1076339
Habermann, M., & Herbst, T. (2022). The German so-was-von Construction. In Gallez, Françoise / Hermann, Manon (Eds.), Cognition and Contrast / Kognition und Kontrast. Festschrift for / für Prof. Dr. Sabine De Knop. (pp. 97-118). Bruxelles: Presses de l‘ Université Saint-Louis.
Maier, A., Köstler, H., Heisig, M., Krauß, P., & Yang, S.H. (2022). Known operator learning and hybrid machine learning in medical imaging - A review of the past, the present, and the future. Progress in Biomedical Engineering, 4(2). https://doi.org/10.1088/2516-1091/ac5b13
Piske, T., & Steinlen, A. (2022). Introduction: Examining possible relations between linguistic and cognitive skills in pre-school, primary school and secondary school children. In Piske, T. & Steinlen, A. (Hrg.), Cognition and Second Language Acquisition: Studies on Preschool, Primary School and Secondary School Children. (S. 7-17). Tübingen: Narr Francke Attempto.
Piske, T., & Steinlen, A. (Eds.) (2022). Second Language Acquisition and Cognition: Studies on Pre-School, Primary School and Secondary School Children. Tübingen: Narr Francke Attempto.
Piske, T., & Steinlen, A. (2022). Was bringt der Unterricht in Klasse 1 und 2? In Eva Wilden, Luisa Alfes, Katja F. Cantone, Sevgi Cikrikci, Daniel Reimann (Eds.), Standortbestimmungen in der Fremdsprachenforschung. (pp. 260-273). Bielefeld: Schneider bei wbv.
Prela, L., Llompart, M., & Dabrowska, E. (2022). Aptitude and experience as predictors of grammatical proficiency in adult Greek-English bilinguals. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1062821
Schilling, A., Gerum, R., Metzner, C., Maier, A., & Krauß, P. (2022). Intrinsic Noise Improves Speech Recognition in a Computational Model of the Auditory Pathway. Frontiers in Neuroscience, 16. https://doi.org/10.3389/fnins.2022.908330
Sommerer, L. (2022). Day to day and night after night: Temporal NPN constructions in Present Day English. In Lotte Sommerer, Evelien Keizer (Eds.), English Noun Phrases from a Functional-Cognitive Perspective: Current Issues. (pp. 363-394). Amsterdam / Philadelphia: John Benjamins Publishing Company.
Sommerer, L. (2022). ‘So great a desire’: investigating the BIG MESS construction in Early Modern English. Journal of Historical Syntax. https://doi.org/10.18148/hs/2022.v6i2.129
Stöwer, P., Krauß, P., & Maier, A. (2022). Neural network based successor representations to form cognitive maps. Poster presentation at Bernstein Conference, Berlin.
Stöwer, P., Schliecker, C., Schilling, A., Metzner, C., Maier, A., & Krauß, P. (2022). Neural network based successor representations to form cognitive maps of space and language. Scientific Reports. https://doi.org/10.1038/s41598-022-14916-1
Uhrig, P., Faulhaber, S., Dabrowska, E., & Herbst, T. (2022). L2-Words that go together - More on collocation and learner language. In Boas, Hans C. (Eds.), Directions for Pedagogical Construction Grammar: Learning and Teaching (with) Constructions. (pp. 97-119). Berlin: De Gruyter Mouton.