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Faculty of Education and Language Studies > People Profiles > Paul Ibbotson

Paul Ibbotson

Lecturer (Developmental Psychology)

The Open University Faculty of Education and Language Studies Centre for Childhood, Development and Learning



Personal Website

Research Interests

Language Development

Social and Cognitive Foundations of Language

Imitation and Normative Behavior

Statistical Models of Learning.

Publications

Book Chapter
Ibbotson, Paul and Tomasello, Michael (2012). Analogical mapping in construction learning. In: Robinson, Peter ed. Routledge Encyclopedia of Second Language Acquisition. Abingdon: Routledge, p. 21.
Ibbotson, Paul (2012). Child language acquisition. In: Clayton, Dan ed. Language: A Student Handbook On Key Topics And Theories. London: English & Media Centre, pp. 117–133.
Journal Article
Ibbotson, Paul (2013). The scope of usage-based theory. Frontiers in Psychology , 4
Ibbotson, Paul; Elena, Lieven and MIchael, Tomasello (2013). The attention-grammar interface: eye-gaze cues structural choice in children and adults. Cognitive Linguistics, 24(3), pp. 457–481.
Ibbotson, Paul; Lieven, Elena and Tomasello, Michael (2013). The communicative contexts of grammatical aspect use in English. Journal of Child Language, July pp. 1–19.
Ibbotson, Paul; Theakston, Anna; Lieven, Elena and Tomasello, Michael (2012). Semantics of the transitive construction: prototype effects and developmental comparisons. Cognitive Science, 36(7), pp. 1268–1288.
Ibbotson, Paul (2012). A new kind of language. The Psychologist, 25(2), pp. 122–125.
Ibbotson, Paul (2011). Abstracting grammar from social–cognitive foundations: a developmental sketch of learning. Review of General Psychology, 15(4), pp. 331–343.
Ibbotson, Paul; Theakston, Anna; Lieven, Elena and Tomasello, Michael (2011). The role of pronoun frames in early comprehension of transitive constructions in English. Language Learning and Development, 7(1), pp. 24–39.
Ibbotson, Paul and Tomasello, Michael (2009). Prototype constructions in early language acquisition. Language and Cognition, 1(1), pp. 59–85.