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Publications

Multiple study results

Here in PDF form, in order of publication date, are all of Dr. Daniela O'Neill's published and in press papers to date. Please Note: These electronic articles are posted for individual, noncommericial use to ensure timely dissemination of scholarly work. They are intended for teaching and training purposes only. Articles may not be reposted or disseminated without permission by the copyight holder. Copyright holders retain all rights as indicated within each article.

Non-Academic Writing by Daniela O'Neill

The Wonder in Language, April 23 2014. Shanker Blog: The Voice of the Albert Shanker Institute, Washington, DC.

Journal articles and Book Chapters

Nyhout, A., & O'Neill, D. K. (2014). Storybooks aren't just for fun: narrative and non-narrative picture books foster equal amounts of generic language during mother-toddler book sharing (Openaccess PDF). Frontiers in Psychology - Developmental Psychology, 5, Article 325. doi: 10.3389/fpsyg.2014.00325

O’Neill, D. K. (in press). Assessing pragmatic language functioning in children: Its importance and challenges. In D. Matthews (Ed.). Pragmatic Development. John Benjamins.

O’Neill, D. K. (2012). Components of pragmatic ability and children's language development In W. Bublitz, A. H. Jucker, & K. P. Schneider (Series Eds.) and H-J Schmid (Volume Ed.), Handbooks of Pragmatics 4: Cognitive Pragmatics (p. 261-288). Berlin: Mouton de Gruyter.

Nyhout, A., & O'Neill, D. K. (2013). Mothers' complex talk when sharing books with their toddlers: Book genre matters (PDF). First Language, 33(2), 115-131. Preprint version. Identical to published version available at: http://fla.sagepub.com/content/33/2/115

O’Neill, D. K. (2012). Components of pragmatic ability and children’s pragmatic language development (PDF). In W. Bublitz, A. H. Jucker, & K. P. Schneider (Series Eds.) and H-J Schmid (Volume Ed.), Handbooks of Pragmatics 4: Cognitive Pragmatics (p. 261-288). Berlin: Mouton de Gruyter

Pesco, D., & O'Neill, D. K. (2012). Predicting later language outcomes from the Language Use Inventory. Journal of Speech, Language and Hearing Research, 55, 421-434. Final preprint version prior to publication available at http://spectrum.library.concordia.ca/974127/

Fecica, A. M., & O'Neill, D. K. (2010). A step at a time: Preliterate children's simulation of narrative movement during story comprehension (PDF). Cognition, 16, 368-381.

O'Neill, D.K., Main, R. M., & Ziemski, R. (2009). "I like Barney." Preschoolers' spontaneous conversational initiations with peers (PDF). First Language, 29, 401-425.

O’Neill, D. K., & Shultis, R. (2007). The emergence of the ability to track a character’s mental perspective in narrative (PDF).Developmental Psychology, 43, 1032-1037.

O’Neill, D. K. (2007). The Language Use Inventory for Young Children: A parent-report measure of pragmatic language development for 18- to 47-month-old children (PDF). Journal of Speech, Language and Hearing Research, 50, 214-228.

Atance, C. M., & O’Neill, D. K. (2005). The emergence of episodic future thinking in humans (PDF).Invited submission to special issue on Cognitive time travel in people and animals. Learning and Motivation, 36, 126-144.

Atance, C. M., & O'Neill, D. K. (2005) Preschoolers’ talk about future situations (PDF). First Language, 1, 5-18.

O’Neill, D. K. (2005). Talking about “new” information: The given/new distinction and children’s developing theory of mind (PDF). In Astington, J. W. and Baird, J. (Eds.), Why language matters for theory of mind(pp. 84-105). Oxford: Oxford University Press.

Atance, C. M., & O’Neill, D. K. (2004). Acting and planning on a false belief: Its effects on 3-year-old children’s reasoning about their own false beliefs (PDF). Developmental Psychology, 40,  953-964.

O'Neill, D. K., Pearce, M. J., & Pick, J. L. (2004) Predictive relations between aspects of preschool children’s narratives and performance on the Peabody Individualized Achievement Test - Revised: Evidence of a relation between early narrative and later mathematical ability (PDF). First Language, 24, 149-183.

O'Neill, D. K., Topolovec, J. C., & Stern-Cavalcante, W. (2002). Feeling sponginess: The importance of gesture in two-year-old children's acquisition of adjectives (PDF). Journal of Cognition and Development, 3, 243-277.

O’Neill, D. K., & Holmes, A. (2002). Young preschoolers’ ability to reference story characters: the contribution of gesture and character speech (PDF). First Language, 22, 73-103

Atance, C. M., & O'Neill, D. K. (2001). Episodic future thinking (PDF). Trends in Cognitive Sciences, 12, 533-539.

Atance, C. M., & O'Neill, D. K. (2001). Planning in 3-year-olds: A reflection of the future self? (PDF). In C. Moore, & K. Skene (Eds.). The self in time: Developmental issues (p. 121-140). Mahwah, NJ: Lawrence Erlbaum.

O'Neill, D. K., & Chong, S. (2001). Preschool children's difficulty understanding the kinds of information we gain through our five senses (PDF). Child Development, 72, 803-815

O'Neill, D. K. & Topolovec, J. C. (2001). Two-year-old children's sensitivity to the referential (in)efficacy of their own pointing gestures (PDF). Journal of Child Language, 28, 1-28.

O'Neill, D. K., & Atance, C. M. (2000). "Maybe my daddy give me a big piano:" The development of children's use of modals to express uncertainty (PDF). First Language, 20, 29-52.

O'Neill, D. K., & Happé, F. (2000). Noticing and commenting on what's new: differences and similarities among 22-month-old typically developing children, children with Down syndrome, and children with autism (PDF). Developmental Science, 3, 457-478.

Povinelli, D. J. & O'Neill, D. K. (2000). Do chimpanzees use their gestures to instruct each other? (PDF) In S. Baron-Cohen, H. Tager-Flusberg, & D. J. Cohen (Eds.), Understanding other minds: Perspectives from developmental cognitive neuroscience (p. 459-487). Oxford: Oxford University Press.

O’Neill, D. K. (1996). Two-year-old children’s sensitivity to a parent’s knowledge state when making requests (PDF). Child Development, 67, 659-677.

O’Neill, D. K. (1996). The development of communicative competence. In David Green (Ed.), Cognitive Science: An Introduction, (p. 244-275). Oxford: Blackwell.

Fernald, A. & O’Neill, D. K. (1993). Peekaboo across cultures: how mothers and infants play with voices, faces, and expectations. In K. MacDonald & D. Pelligrini (Eds.), Parent-child play: Descriptions and Implications, (p. 259 - 286). New York: SUNY.

O’Neill, D. K., Astington, J. W., & Flavell, J. H. (1992). Young children’s understanding of the role that sensory experiences play in knowledge acquisition (PDF). Child Development, 63, 474-490.

O’Neill, D. K., & Gopnik, A. (1991). Young children’s understanding of the sources of their knowledge (PDF).Developmental Psychology, 27, 390-397.)


Language Use Inventory (LUI)

The academic publications pertaining to the LUI are above. The LUi is published by Knowledge in Development Inc., a company founded by Daniela O'Neill. If you are interested in purchasing the LUI for clinical or research use, please visit the publisher's website.