06–451Baquedano-López, Patricia (U California, Berkeley, USA; [email protected]), Jorge L. Solís & Shlomy Kattan, Adaptation: The language of classroom learning. Linguistics and Education (Elsevier) 16.1 (2005), 1–26.

06–452Brooks, Patricia, J. (City U New York, USA; [email protected]), Vera Kempe & Ariel Sionov, The role of learner and input variables in learning inflectional morphology. Applied Psycholinguistics (Cambridge University Press) 27.2 (2006), 185–209.

06–453Clahsen, Harald & Claudia Felser (U Essex, UK; [email protected]), Grammatical processing in language learners. Applied Psycholinguistics (Cambridge University Press) 27.1 (2006), 3–42.

06–454Cleland, Alexandra A. (U York, UK; [email protected]) & Martin J. Pickering, Do writing and speaking employ the same syntactic representations?Journal of Memory and Language (Elsevier) 54.2 (2006), 185–198.

06–455Devescovi, Antonella (U Rome, Italy; [email protected]), Maria Cristina Caselli, Daniela Marchione, Patrizio Pasqualetti, Judy Reilly & Elisabeth Bates, A cross-linguistic study of the relationship between grammar and lexical development. Journal of Child Language (Cambridge University Press) 32.4 (2005), 759–786.

06–456Fomin, Maxim & Gregory Toner (U Ulster, UK; [email protected]), Digitizing a dictionary of Medieval Irish: The eDIL Project. Literary and Linguistic Computing (Oxford University Press) 21.1 (2006), 83–90.

06–457Geeslin, Kimberly L. (Indiana U, USA; [email protected]) & Pedro Guijarro-Fuentes, Second language acquisition of variable structures in Spanish by Portuguese speakers. Language Learning (Blackwell) 56.1 (2006), 53–107.

06–458Gullberg, Marianne (Max Planck Institute for Psycholinguistics, the Netherlands; [email protected]), Handling discourse: Gestures, reference tracking, and communication strategies in early L2. Language Learning (Blackwell) 56.1 (2006), 155–196.

06–459Hickmann, Maya (U René Descartes Paris 5, France) & Henriette Hendriks, Static and dynamic location in French and in English. First Language (Sage) 26.1 (2006), 103–135.

06–460Hohlfeld, Annette (U Complutense, Spain; [email protected]), Accessing grammatical gender in German: The impact of gender-marking regularities. Applied Psycholinguistics (Cambridge University Press) 27.2 (2006), 127–142.

06–461Howard, Martin (U College, Cork, Ireland; [email protected]), Isabelle Lemée & Vera Regan, The L2 acquisition of a phonological variable: The case of /l/deletion in French. Journal of French Language Studies (Cambridge University Press) 16.1 (2006), 1–24.

06–462Huong, Le Pham Hoai (Hue U of Foreign Languages, Vietnam; [email protected]), Learning vocabulary in group work in Vietnam. RELC Journal (Sage) 37.1 (2006), 105–121.

06–463Jie, Li (Chinese U Hong Kong, China; [email protected]) & Qin Xiaoqing, Language learning styles and learning strategies of tertiary-level English learners in China. RELC Journal (Sage) 37.1 (2006), 67–90.

06–464Kiefer, Kate (Colorado State U, USA; [email protected]), Complexity, class dynamics, and distance learning. Computers and Composition (Elsevier) 23.1 (2006), 125–138.

06–465Kondo-Brown, Kimi (U Hawaii at Manoa, USA; [email protected]), How do English L1 learners of advanced Japanese infer unknownKanjiwords in authentic texts?Language Learning (Blackwell) 56.1 (2006), 109–153.

06–466Leonard, Lawrence B. (Purdue U, USA; [email protected]), Anita M.-Y. Wong, Patricia Deevy, Stephanie F. Stokes & Paul Fletcher, The production of passives by children with specific language impairment: Acquiring English or Cantonese. Applied Psycholinguistics (Cambridge University Press) 27.2 (2006), 267–299.

06–467Leong, Che Kan (U Saskatchewan, Canada; [email protected]), Kit Tai Hau, Pui Wan Cheng & Li Hai Tan, Exploring two-wave reciprocal-structural relations among orthographic knowledge, phonological sensitivity, and reading and spelling of English words by Chinese students. Journal of Educational Psychology (American Psychological Association) 97.4 (2005), 591–600.

06–468Macizo, Pedro & M. Teresa Bajo (U Granada, Spain; [email protected]), Reading for repetition and reading for translation: Do they involve the same processes?Cognition (Elsevier) 99.1 (2006), 1–34.

06–469Mackay, Ian R. & James E. Fleger (U Alabama, USA; [email protected]) & Satomi Imai, Evaluating the effects of chronological age and sentence duration on degree of perceived foreign accent. Applied Psycholinguistics (Cambridge University Press) 27.2 (2006), 157–183.

06–470Pavlik Jr., Philip I. & John R. Anderson (Carnegie Mellon U, USA), Practice and forgetting effects on vocabulary memory: An activationbased model of the spacing effect. Cognitive Science: A Multidisciplinary Journal (Lawrence Erlbaum) 29.4 (2005), 559–586.

06–471Ram, Frost (Hebrew U, Israel; [email protected]), Tamar Kugler, Avital Deutsch & Kenneth I. Foster, Orthographic structure versus morphological structure: Principles of lexical organization in a given language. Journal of Experimental Psychology: Learning, Memory, and Cognition (American Psychological Association) 31.6 (2005), 1293–1396.

06–472Roberts, Theresa, A. (California State U, USA; [email protected]), Articulation accuracy and vocabulary size contributions to phonemic awareness and word reading in English language learners. Journal of Educational Psychology (American Psychological Association) 97.4 (2005), 601–616.

06–473Treiman, Rebecca (Washington U, USA; [email protected]), Brett Kessler & Tatiana Cury Pollo, Learning about the letter name subset of the vocabulary: Evidence from US and Brazilian pre-schoolers. Applied Psycholinguistics (Cambridge University Press) 27.2 (2006), 211–227.

06–474Vandergrift, Larry (U Ottawa, Canada; [email protected]), Second language listening: Listening ability or language proficiency?The Modern Language Journal (Blackwell) 90.1 (2006), 6–18.