Work by eleven terps at IASCL in Amsterdam

The IASCL features work by Aaron, Alexis, Angela, Kate, Naho, Rachel, Shevaun, as well as Valentine, Jeff, Alexander, and Meredith Rowe including (at least) five papers, a poster and three workshops.

July 14-18, the IASCL features work by Aaron, Alexis, Angela, Kate, Naho, Rachel, Shevaun, as well as Valentine, Jeff, Alexander, and Meredith Rowe including (at least) five papers, a poster and three workshops. *Workshops* 1. The role of grammar and extralinguistic cognition in verb learning, convened by Angela Xiaoxue He - John Trueswell, with Lucia Pozzan, Judith Köhne and Lila Gleitman: "Learner's sentence processing limitations shape word and grammar acquisition" - Sandy Waxman, with Kathleen Geraghty, Brock Ferguson and Xiaolan Fu: "When less is more: Evidence from Mandarin-acquiring infants acquisition of novel transitive verbs" - Ben Ambridge: "Explaining children's difficulties with reversible passives: The role of verb and construction meanings" - Angela Xiaoxue He, with Alexis Wellwood, Jeffrey Lidz and Alexander Williams: "When participant structure and argument structure do not match: Participant structure construction in adults and prelinguistic infants" - Letitia Naigles, discussant

2. Syntactic, semantic and pragmatic contributors to the acquisition of attitude verbs, convened by Valentine Hacquard and Jeffrey Lidz - Kaitlyn Harrigan: "'Want' is easier than 'think' for preschoolers" - Shevaun Lewis: "Three-year-olds' difficulty with false belief is pragmatic" - Aaron Steven White: "Syntactic sources of semantics and pragmatics" - Rachel Dudley, with Naho Orita: "The factivity of 'know' in three-year-olds" - Jeff Lidz and Valentine Hacquard, discussants

3. Fostering preschool children’s academic language, convened by Meredith Rowe

*Posters* - Angela Xiaoxue He, Xiangzhi Meng, Alexander Williams and Jeffrey Lidz: "Thematic role assignment in Resultative Constructions in English- and Mandarin-learning children" - Aaron White: "Contextually modulated syntactic variability in child-directed speech"