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Ken Wexler, Ph.D.

Brain and Cognitive Sciences Massachusetts Institute of Technology, Cambridge, MA, United States 
Language Acquisition, Language Loss, Psycholinguistic Theory
"Ken Wexler"
Cross-listing: LinguisTree


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Margaret E. Echelbarger research assistant 2007-2009 MIT
Tania Ionin grad student MIT
Stephen Crain grad student 1980 UC Irvine
William Snyder grad student 1990-1995 MIT
Carson Schutze grad student 1992-1997 MIT (Neurotree)
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Wagley N, Perrachione TK, Ostrovskaya I, et al. (2019) Persistent Neurobehavioral Markers of Developmental Morphosyntax Errors in Adults. Journal of Speech, Language, and Hearing Research : Jslhr. 1-12
Fadlon J, Horvath J, Siloni T, et al. (2018) The acquisition of Hebrew idioms: Stages, internal composition, and implications for storage Glossa. 3: 99
Aravind A, Hackl M, Wexler K. (2018) Syntactic and Pragmatic Factors in Children’s Comprehension of Cleft Constructions Language Acquisition. 25: 284-314
Perovic A, Wexler K. (2018) Teasing apart explanations of a developmental delay in binding: experimental evidence from the comparison of SLI and Williams syndrome Language Acquisition. 25: 24-38
Modyanova N, Perovic A, Wexler K. (2017) Grammar Is Differentially Impaired in Subgroups of Autism Spectrum Disorders: Evidence from an Investigation of Tense Marking and Morphosyntax. Frontiers in Psychology. 8: 320
Siloni T, Horvath J, Klunover H, et al. (2017) Idiom storage and the lexicon Journal of Linguistics. 54: 189-215
Christodoulou C, Wexler K. (2016) The morphosyntactic development of case in Down syndrome Lingua. 184: 25-52
Singh R, Wexler K, Astle-Rahim A, et al. (2016) Children interpret disjunction as conjunction: Consequences for theories of implicature and child development Natural Language Semantics. 1-48
Perovic A, Modyanova N, Wexler K. (2013) Comparison of Grammar in Neurodevelopmental Disorders: The Case of Binding in Williams Syndrome and Autism With and Without Language Impairment. Language Acquisition. 20: 133-154
Perovic A, Modyanova N, Wexler K. (2013) Comprehension of reflexive and personal pronouns in children with autism: A syntactic or pragmatic deficit? Applied Psycholinguistics. 34: 813-835
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