Tkachman, O., & Hudson Kam, C. L. (2020). Conventionalization and Typology: The establishment of shared lexical and structural forms in different types of sign languages. Sign Language & Linguistics, 23, 208-232.

Hudson Kam, C. L., & Tkachman, O. (2020). Iconicity and interpretability in language emergence: Constraints on the emergence of the use of space in sign languages. Language Dynamics and Change, 10, 127-157.

Hudson Kam, C. L. (2020). Infant and adult language experience can differ in more than one way: Reply to Arnon (2018). Language Learning and Development, 16(1), 43-48. doi: 10.1080/15475441.2019.168121

Hudson Kam, C. L. (2019). Reconsidering retrieval effects on adult regularization of inconsistent variation in language. Language Learning and Development, 15(4), 317-337. doi: 10.1080/15475441.2019.1634575

Goodrich Smith, W., Black, A., & Hudson Kam, C. L. (2019). Learning speech internal cues to pronoun interpretation from co-speech gesture: A training study. Journal of Child Language, 46, 433-458. doi:10.1017/S0305000918000557

Hudson Kam, C. L. (2018). Mimicking infants’ early language experience does not improve adult learning outcomes. Language Learning and Development,14, 13-41. doi:10.1080/15475441.2017.1324309

Noguchi, M., & Hudson Kam, C. L. (2018). The emergence of the allophonic perception of unfamiliar speech sounds: The effects of contextual distribution and phonetic naturalness. Language Learning, 68, 147-176.

Hudson Kam, C. L. & Matthewson, L. (2017). Introducing the Infant Bookreading Database (IBDb). Journal of Child Language, 44, 1289-1308. doi:10.1017/S03050009116000490

Hudson Kam, C. L. (2015). The impact of conditioning variables on the acquisition of variation in adult and child learners. Language, 91,  906-937.

Noguchi, M., & Hudson Kam, C. L. (2015). Categorical perception of post-alveolar sibilants by Taiwan and Beijing Mandarin speakers. Proceedings of Acoustics Week in Canada 2015 published as a special issue of Canadian Acoustics, 43 (3).

Finn, A.S., & Hudson Kam, C. L. (2015). Why segmentation matters: experience-driven segmentation errors impair “morpheme” learning. JEP:Learning, Memory, and Cognition, 41(5), 1560-1569.

Goodrich Smith, W., & Hudson Kam, C. L. (2015). Children’s use of gesture in ambiguous pronoun interpretation. Journal of Child Language, 42, 591-617. doi:10.1017/S0305000915000045

Finn, A. S., Lee, T., Kraus, A., & Hudson Kam, C. L. (2014). When it hurts (and helps) to try: the role of effort in language learning. PLoS ONE 9(7). e101806. doi: 10.1371/journal.pone.0101806

Finn, A. S., Hudson Kam, C. L., Ettlinger, M., Vytlacil, J., & D’Esposito, M. (2013). Learning language with the wrong neural scaffolding: the cost of neural commitment to sounds. Frontiers in Systems Neuroscience, 7, article 85. doi: 10.3389/fnsys.2013.00085  PMID: 24273497

Beyer, T., & Hudson Kam, C. L. (2012). The interpretation of Standard American English morphology across varieties of English. First Language, 32, 365-384. doi: 10.1177/0142723711427618

Ettlinger, M., Finn, A.S., & Hudson Kam, C.L. (2012). The effect of sonority on word segmentation: Evidence for the use of a phonological universal. Cognitive Science, 36, 655-673. doi: 10.1111/j.1551-6709.2011.01211.x

Goodrich Smith, W., & Hudson Kam, C. L. (2012). Knowing ‘who she is’ based on ‘where she is’: The effect of co-speech gesture on pronoun comprehension. Language and Cognition, 4, 75-98. doi: 10.1515/langcog-2012-0005

Hudson Kam, C.L., & Goodrich Smith, W. (2011). The problem of conventionality in the development of creole morphological systems. The Canadian Journal of Linguistics: Special Issue on Creole Morphology, 56, 109-124.

Finn, A. S., Sheridan, M., Hudson Kam, C. L., Hinshaw, S., & D’Esposito, M. (2010). Longitudinal evidence for functional specialization of the neural circuit supporting working memory in the human brain. Journal of Neuroscience. 30, 11062–11067. doi: 10.1523/JNEUROSCI.6266-09.2010

Loui, P., Wessel, D. L., & Hudson Kam, C.L. (2010). Humans rapidly learn grammatical structure in a new musical scale. Music Perception, 27, 377–388. doi: 10.1525/MP.2010.27.5.377

Beyer, T., & Hudson Kam, C. L. (2009). Some cues are stronger than others: The (non)-interpretation of 3rd person present –s as a tense marker by 6- and 7-year olds. First Language, 29, 208-227.   doi: 10.1177/0142723708101678

Goodrich, W., & Hudson Kam, C. L. (2009). Co-speech gesture as input in verb learning. Developmental Science, 12, 81-87. doi: 10.1111/j.1467-7687.2008.00735.x

Hudson Kam, C. L. (2009). More than words: Adults learn probabilities over categories and relationships between them. Language Learning and Development, 5, 115-145. doi: 10.1080/15475440902739962

Hudson Kam, C. L., & Chang, A. (2009). Investigating the cause of regularization in adults: Memory constraints or learning differences? JEP: Learning, Memory, and Cognition, 35, 815-821.   doi: 10.1037/a0015097

Hudson Kam, C. L., & Newport, E. L. (2009). Getting it right by getting it wrong: When learners change languages. Cognitive Psychology, 59, 30-66. doi:10.1016/j.cogpsych.2009.01.001

Fnn, A. S., & Hudson Kam, C. L. (2008). The curse of knowledge: First language knowledge impairs adult learners’ use of novel statistics for word segmentation. Cognition, 108, 477-499.  doi:10.1016/j.cognition.2008.04.002

Hudson Kam, C.L., & Edwards, N. (2008). The use of uh and um by 3- and 4-year old native English-speaking children: Not quite right but not completely wrong. First Language, 28, 313-327.  doi: 10.1177/0142723708091149

Arnold, J. E., Hudson Kam, C. L., & Tanenhaus, M. K. (2007). If you say thee uh you are describing something hard: The on-line attribution of disfluency during reference comprehension. JEP: Learning, Memory, and Cognition, 33, 914-930. doi: 10.1037/0278-7393.33.5.914

Hudson Kam, C. L. (2005). Where have all the children gone? Journal of Pidgin and Creole Languages, 20, 345-351.

Hudson Kam, C. L., & Newport, E. L. (2005). Regularizing unpredictable variation: The roles of adult and child learners in language formation and change. Language Learning and Development, 1, 151-195. doi: 10.1080/15475441.2005.9684215

Hudson, C. L., & Eigsti, I.-M. (2003). The Lexical Competence Hypothesis: A cognitive account of the relationship between vernacularization and grammatical expansion in creolization. Journal of Pidgin and Creole Languages, 18, 1-79.


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