MacWhinney, B (2004) A multiple process solution to the logical problem of language acquisition Journal of Child Language, 31, 883-914. This reanalysis argues that the logical problem of "poverty of the stimulus" goes away, when one views language in terms of competition grounded on item-based patterns. However, lots of interesting stuff remains. There are also 12 commentaries published in the journal.

MacWhinney, B. (in press) Commentary on papers on conceptual development. This paper argues that it is time to start looking at real situations of lexical learning, as recorded through audio and video.

Booth, J., MacWhinney, B., and Harasaki, Y. (2000). Developmental differences in visual and auditory processing of complex sentences. Child Development, 71, 981-1003.

Brooks, P., & MacWhinney, B. (2000) Phonological priming in children's picture naming. Journal of Child Language, 27, 335-366. It is our intention to eventually apply the paradigm developed here to further work with children with focal lesions or SLI. However, this particular paper only looks at normally-developing 4-10 year olds.

MacWhinney, B. (1988). Competition and Teachability. In R. Schiefelbusch & M. Rice (Eds.), The teachability of language. pp. 63-104. New York: Cambridge University Press. A fairly polished statement regarding specific proposals for a lexically-based learning model based on competition. This is out of date now in terms of references to recent literature and connectionist modelling, but the basic claims are still germane.

Keenan, J., & MacWhinney, B. (1987). Understanding the relation between comprehension and production. In H. W. Dechert & M. Raupach (Eds.), Psycholinguistic models of production. Norwood, N.J.: ABLEX.

MacWhinney, B., Pléh, C., & Bates, E. (1985). The development of sentence interpretation in Hungarian. Cognitive Psychology, 17, 178-209.

Bates, E., MacWhinney, B., Caselli, C., Devescovi, A., Natale, F., & Venza, V. (1984). A crosslinguistic study of the development of sentence interpretation strategies. Child Development, 55, 341-354.

MacWhinney, B. (1982) Basic syntactic processes. In S. Kuczaj (Ed.) Language development (Vol. 1): Syntax and semantics. pp. 73-136. Hillsdale, NJ: Lawerence Erlbaum. An account of syntactic development based on the interplay of rote, analogy, and combination. The ideas of Braine, Ingram, and MacWhinney from 1976 regarding position patterns are expanded.

MacWhinney, B. & Price, D. (1980) The development of the comprehension of topic-comment marking. In D. Ingram, F. Peng, & P. Dale (Eds.) Proceedings of the First International Congress for the Study of Child Language. University Press of America. The book in which this paper was published is very hard to find. This study explores some techniques devised by Peter Hornby for the study of the processing of topic-comment marking. It turns out that these studies lead to a methodological dead end.

MacWhinney, B., & Bates, E. (1978) Sentential devices for conveying givenness and newness: A cross-cultural developmental study. Journal of Verbal Learning and Verbal Behavior, 17, 539-558. Elicited sentence production for English, Hungarian, and Italian children and adults. Explained using Competition Model constructs.

MacWhinney, B., & Osser, H. (1977). Verbal planning functions in children's speech. Child Development, 48, 978-985.

MacWhinney, B. (1975). Rules, rote, and analogy in morphological formations by Hungarian children. Journal of Child Language, 2, 65-77.

MacWhinney, B. (1975) Pragmatic patterns in child syntax. Papers and Reports on Child Language Development, 10, 153-165. This is one of the first empirical demonstrations of the importance of item-based patterns. It agrees with Braine (1976), but supplements that paper by tracking specific constructions in greater detail and emphasizing item-based patterns.