Arnon, I. (2019). Do current statistical learning tasks capture stable individual differences in children? An investigation of task reliability across modality. Behavior Research Methods. DOI: 10.3758/s13428-019-01205-5
Shufaniya A., & Arnon, I. (2018). Statistical learning is not age-invariant during
childhood: performance improves with age across modality. Cognitive Science, 42(8), 3100-3115.
Raviv, L. & Arnon, I. (2018). Systematicity but not compositionality: Examining the
emergence of linguistic structure in children and adults using iterated learning.
Cognition, 181, 160-173.
Arnon, I. (2018) Can Mimicking Infants’ Early Experience Facilitate Adult Learning? A Critique of Hudson Kam (2017). Language Learning and Development, 14(4), 339-344.
Raviv, L. & Arnon, I. (2018) The developmental trajectory of children's auditory and visual statistical learning abilities: Modality-based differences in the effect of age. Developmental Science, 21(4), xx-xx.
Tal, S. & Arnon, I. (2018). SES effects on the use of variation sets in child-directed speech. Journal of Child Language, 45, 1423-1438.
Lavi-Rotbain, O. & Arnon I. (2018). Developmental differences between children and adults in the use of visual cues for segmentation. Cognitive Science, 42(S2), 606-620.
Havron, N. & Arnon, I. (2017). Minding the gaps: Literacy enhances lexical segmentation in children learning to read. Journal of Child Language, 44, 1516-1538.
Arnon, I. & Christiansen, M. H. (2017). The role of multiword building blocks in explaining L1-L2 differences, Special issue on Multiword Units in Language (M. H. Christiansen & I. Arnon, Eds.). Topics in Cognitive Science, 9, 621-636.
Arnon, I., McCauley, S.(C) & Christiansen, M. H. (2017). Digging up the building blocks of language: Age-of-Acquisition effects for multiword phrases. Journal of Memory and Language, 92, 265-280.
Havron, N., & Arnon, I. (2017). Reading between the words: The effect of literacy on second language lexical segmentation. Applied Psycholinguistics, 38, 127-153.
Hernández, M., Costa, A., & Arnon, I. (2016). More than words: multiword frequency effects in non-native speakers. Language, Cognition and Neuroscience, 31, 785-800.
Siegelman, N., & Arnon, I. (2015). The advantage of starting big: Learning from unsegmented input facilitates mastery of grammatical gender in an artificial language. Journal of Memory and Language, 85, 60-75.
Arnon, I. (2015). What can frequency effects tell us about the building blocks and mechanisms of language learning. Journal of Child Language, 42, 274-277.
Arnon, I., & Cohen Priva, U. (2014). Time and again: the changing effect of word and multiword frequency on phonetic duration. Mental Lexicon, 9, 377-400.
Arnon, I., & Cohen Priva, U. (2013). More than words: The effect of multi-word frequency and constituency on phonetic duration. Language and Speech, 56, 349-371.
Hofmeister, P., Jaeger, T. F., Arnon, I., Sag, I. A., & Snider, N. (2013). The source ambiguity problem: Distinguishing the effects of grammar and processing on acceptability judgments. Language and Cognitive Processes, 28, 48-87.
Arnon, I., & Ramscar, M. (2012). Granularity and the acquisition of grammatical gender: How order-of-acquisition affects what gets learned. Cognition, 122, 292-305.
de Marneffe, M., Grimm, S., Arnon, I., & Bresnan, J. (2011). A statistical model of grammatical choices in children’s production of dative sentences. Language and Cognitive Processes, 1, 25-61.
Arnon, I., & Clark, E. V. (2011). Why brush your teeth is better than teeth - children’s word production is facilitated in familiar sentence-frames. Language Learning and Development, 7, 107-129. Winner of Peter Jusczyk Award.
Arnon, I., & Snider, N. (2010). More than words: Frequency effects for multi-word phrases. Journal of Memory and Language, 62, 67-82. One of ten most downloaded papers in 2010.
Arnon, I. (2010). Rethinking child difficulty: The effect of NP type on children’s processing of relative clauses in Hebrew. Journal of Child Language, 37, 27 – 57.
Tily, H., Gahl, S., Arnon, I., Kothari, A., Snider, N., & Bresnan, J. (2009). Pronunciation reflects syntactic probabilities: Evidence from spontaneous speech. Language & Cognition, 2, 147-165.