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AUTHOR INDEX, A-E

Authors of articles, review articles, research notes, and responses are indexed by the last name of the first-named author. Additional authors are cross-referenced.

ABE, D., GREMMO, M. J., & REGENT, O. Les problèmes de l'élaboration de matériaux
spécifiques à l'apprentissage autodirigé. 2 (1). (1979). 99-104.

ABRAHAM, R. Relationships between use of the strategy of monitoring and cognitive style. 6 (1). (1983). 17-32.

ABRAHAMSSON, N. Development and recoverability of L2 codas: A longitudinal study of Chinese-Swedish interphonology. 25 (3). (2003). 313-349.

ABRAHAM, W. The role of fallacies in diachrony of sentence connectives. 1 (1). (1978). 95-134.

ADAMCZEWSKI, H. Le faire et le dire dans la grammaire de l'anglais. 1 (1). (1978). 71-84.

ADAMSON, H. D., & REGAN, V. M. The acquisition of community speech norms by Asian immigrants learning English as a second language: A preliminary study. 13 (1). (1991). 1-22.

AHRENHOLZ, B. Modality and referential movement in instructional discourse: Comparing the production of Italian learners of German with native German and native Italian production. 22 (3). (2000). 337-368.

AKIYAMA, Y. Japanese adult learners’ development of the locality condition on English reflexives. 24 (1). (2002). 27-54.

ALLEN, L. Q. Form-meaning connections and the French causative: An experiment in processing
instruction. 22 (1). (2000). 69-84.

ALLWRIGHT, D. Abdication and reponsibility in language teaching. 2 (1). (1979). 105-121.

ALTMAN, R. Getting the subtle distinctions: Should versus had better (Research Note). 8 (1). (1986). 80-87.

ALVAREZ TORRES, M. J. See Gass, S. M. 27 (1). (2005). 1-31.

ANDERSON, R. W. All of the above: A short introduction (Introduction to thematic issue). 12 (2). (1990). 119-120.

ANDERSEN, R. W., & SHIRAI, Y. Discourse motivations for some cognitive acquisition principles. 16 (2). (1994). 133-156.

APHEK, E. See Cohen, A. D. 3 (2). (1980). 221-236.

ARCHIBALD, J. Second language phonology, phonetics, and typology. 20 (2). (1998). 189-211.

ARD, J., & GASS, S. M. Lexical constraints on syntactic acquisition. 9 (2). (1987).
233-252.

AVERY, P. See Ehrlich, S. 11 (4). (1989). 397-414.

BACHMAN, L. F. Problems in examining the validity of the ACTFL Oral Proficiency Interview. 10 (2). (1988). 149-164.

BAETENS BEARDSMORE, H. B. See Housen, A. 9 (1). (1987). 83-102.

BAKER, S. C. See MacIntyre, P. D. 23 (3). (2001). 369-388.

BARCROFT, J., & SOMMERS, M. S. Effects of acoustic variability on second language vocabulary learning. 27 (3). (2005). 387-414.

BARDOVI-HARLIG, K. Introductions to linguistics for second language acquisition specialists (Review Article). 9 (1). (1987). 103-107.

BARDOVI-HARLIG, K. A narrative perspective on the development of the tense/aspect system in second language acquisition. 17 (2). (1995). 263-292.

BARDOVI-HARLIG, K. Narrative structure and lexical aspect: Conspiring factors in second language acquisition of tense-aspect morphology. 20 (4). (1998). 471-508.

BARDOVI-HARLIG, K. A new starting point? Investigating formulaic use and input in future expression. 24 (2). (2002). 189-198.

BARDOVI-HARLIG, K. STATE OF THE ART: From morpheme studies to temporal semantics: Tense-aspect research in SLA. 21 (3). (1999). 341-382.

BARDOVI-HARLIG, K., & BOFMAN, T. Attainment of syntactic and morphological accuracy by advanced language learners. 11 (1). (1989). 17-34.

BARDOVI-HARLIG, K., & HARTFORD, B. S. Learning the rules of academic talk: A longitudinal study of pragmatic change. 15 (3). (1993). 279-304.

BARDOVI-HARLIG, K., & HARTFORD, B. S. The construction of discourse by nonnative speakers: Introduction (Introduction to thematic issue). 17 (2). (1995). 125-128.

BARDOVI-HARLIG, K., & HARTFORD, B. S. Input in an institutional setting. 18 (2). (1996). 171-188.

BARTELT, H. G. Tense switching in narrative English discourse of Navajo and Western Apache speakers (Research Note). 4 (2). (1982). 201-204.

BAZERGUI, N. See Towell, R. 15 (4). (1993). 439-460.

BECK, M.-L. L2 acquisition and obligatory head movement: English-speaking learners of German and the Local Impairment Hypothesis. 20 (3). (1998). 311-349.

BECK, M.-L., & EUBANK, L. Acquisition theory and experimental design: A critique of Tomasello and Herron (Response). 13 (1). (1991). 73-76.

BECKER, A., & VEENSTRA, T. The survival of inflectional morphology in French-related creoles: The role of SLA processes. 25 (2). (2003). 283-306.

BELASCO, S. Toward the identification of a core grammar in L2 acquisition (Review Article). 7 (1). (1985). 91-98.

BENDISCIOLI, A. See Carroll, M. 22 (3). (2000). 441-466.

BENTLAGE, A. See Bongaerts, T. 9 (2). (1987). 171-199.

BERDUCCI, D. See Pica, T. 13 (3). (1991). 343-376.

BERETTA, A. Theory construction in SLA: Complementarity and opposition. 13 (4). (1991). 493-511.

BERKOWITZ, D. See Eisenstein, M. 4 (1). (1981). 75-80.

BERNINI, G. Negative items and negation strategies in nonnative Italian. 22 (3). (2000). 399-440.

BERWICK, R. See Ross, S. 14 (2). (1992). 159-176.

BHATT, R. M. See Hancin-Bhatt, B. 19 (3). (1997). 331-378.

BIALYSTOK, E. The role of linguistic knowledge in second language use. 4 (1). (1981). 31-45.

BIALYSTOK, E. Words as things: Development of word concept by bilingual children. 9 (2). (1987). 133-140.

BIALYSTOK, E. Analysis and control in the development of second language proficiency.16 (2). (1994). 157-168.

BIALYSTOK, E. NOTES AND DISCUSSION: On the reliability of robustness: A reply to DeKeyser. 24 (3). (2002). 481-488.

BIBER, D., & REPPEN, R. What does frequency have to do with grammar teaching? 24 (2). (2002). 199-208.

BIGELOW, M. See Izumi, I. 21 (3). (1999). 421-452.

BILLIEZ, J. See Dabène, L. 8 (3). (1986). 309-325.

BIRDSONG, D. Universal Grammar and second language acquisition theory: A review of a research framework and two exemplary books (Review Article). 12 (3). (1990).331-340.

BIRDSONG, D. Decision making in second language acquisition. 16 (2). (1994). 169-182.

BIRDSONG, D. Asymmetrical knowledge of ungrammaticality in SLA theory. 16 (4). (1994). 463-473.

BLEY-VROMAN, R. Frequency in production, comprehension, and acquisition. 24 (2). (2002). 209-213.

BLEY-VROMAN, R., & JOO, H.-R. The acquisition and interpretation of English locative constructions by native speakers of Korean. 23 (2). (2001). 207-219.

BLUM, S., & LEVENSTON, E. A. Lexical simplification in second language acquisition. 2 (2). (1979). 43-63.

BLUM-KULKA, S., & LEVENSTON, E. A. Lexical-grammatical pragmatic indicators. 9 (2). (1987). 155-170.

BLUM-KULKA, S., & OLSHTAIN, E. Too many words: Length of utterance and pragmatic failure. 8 (2). (1986). 165-179.

BOERSMA, P. See Escudero, P. 26 (4). (2004). 551-585.

BOERSMA, P., & ESCUDERO, P. Measuring relative cue weighting: A reply to Morrison. 27 (4). (2005). 607-617.

BOFMAN, T. See Bardovi-Harlig, K. 11 (1). (1989). 17-34.

BOGAARDS, P. Lexical units and the learning of foreign language vocabulary. 23 (3). (2001). 321-343.

BOHN, O.-S. See Flege, J. E. 11 (1). (1989). 35-62.

BOHN, O.-S., & FLEGE, J. E. The production of new and similar vowels by adult German learners of English. 14 (2). (1992). 131-158.

BOND, Z. S., & FOKES, J. Perception of English voicing by native and nonnative adults. 13 (4). (1991). 471-492.

BONGAERTS, T., VAN SUMMEREN, C., PLANKEN, B., & SCHILS, E. Age and ultimate attainment in the pronunciation of a foreign language. 19 (4). (1997). 447-465.

BONGAERTS, T., KELLERMAN, E., & BENTLAGE, A. Perspective and proficiency in L2 referential communication. 9 (2). (1987). 171-199.

BOUSTAGUI, E. See Ioup, G. 16 (1). (1994). 73-98.

BOUTON, L. F. A cross-cultural analysis of the structure and content of letters of reference. 17 (2). (1995). 211-244.

BOWLES, M. A., & LEOW, R. P. Reactivitiy and type of verbal report in SLA research methodology: Expanding the scope of investigation. 27 (3). (2005). 415-440.

BREEN, M. P. The social context for language learning--A neglected situation? 7 (2). (1985). 135-158.

BRINDLEY, G. See Pienemann, M. 10 (2). (1988). 217-243.

BRO, J. See Tyler, A. 14 (1). (1992). 71-86.

BRO, J. See Tyler, A. 15 (4). (1993). 505-522.

BROSELOW, E., CHEN, S.-I., & WANG, C. The emergence of the unmarked in second language phonology. 20 (2). 261-280.

BROWN, C., SAGERS, L., & LAPORTE, C. Incidental vocabulary acquisition from oral and written dialogue journals. 21 (2). 259-283.

BRUMFIT, C. J. From defining to designing: Communicative specifications versus communicative methodology in foreign language teaching. 3 (1). (1980). 1-9.

BUSCAGLIA, M. See Lafayette, R. C. 7 (3). (1985). 323-342.

BUTLER, Y. G. Second language learners’ theories on the use of English articles: An analysis of the metalinguistic knowledge used by Japanese students in acquiring the English article system. 24 (3). (2002). 451-480.

BYBEE, J. Phonological evidence for exemplar storage of multiword sequences. 24 (2). (2002). 215-221.

CADIERNO, T. See VanPatten, B. 15 (2). (1993). 225-243.

CAMMAROTA, M.-A. See Giacobbe, J. 8 (3). (1986). 327-342.

CARLISLE, R. S. The writing of Anglo and Hispanic elementary school students in bilingual, submersion, and regular programs. 11 (3). (1989). 257-280.

CARLISLE, R. S. The acquisition of onsets in a markedness relationship: A longitudinal study. 20 (2). 245-260.

CARR, T. H., & CURRAN, T. Cognitive factors in learning about structured sequences: Applications to syntax. 16 (2). (1994). 205-230.

CARROLL, M., MURCIA-SERRA, J., WATOREK, M., & BENDISCIOLI, A. The relevance of information organization to second language acquisition studies: The descriptive discourse of advanced adult learners of German. 22 (3). (2000). 441-466.

CARROLL, S., & MEISEL, J. M. Universals and second language acquisition: Some comments on the state of current theory. 12 (2). (1990). 201-208.

CARROLL, S., & SWAIN, M. Explicit and implicit negative feedback: An empirical study of the learning of linguistic generalizations. 15 (3). (1993). 357-386.

CEBRIAN, J. Transferability and productivity of L1 rules in Catalan-English interlanguage. 22 (1). (2000). 1-26.

CHAMOT, A. U. See O'Malley, J. M. 9 (3). (1987). 287-306.

CHAUDENSON, R. Roots of language, D. Bickerton (Review Article). 5 (1). (1982). 82-102.

CHAUDENSON, R., VALLI, A., & VÉRONIQUE, D. The dynamics of linguistic systems and the acquisition of French as a second language. 8 (3). (1986). 277-292.

CHAUDRON, C. Vocabulary elaboration in teachers' speech to L2 learners (Research Note). 4 (2). (1982). 170-180.

CHAUDRON, C. Intake: On models and methods for discovering learners' processing of input. 7 (1). (1985). 1-14.

CHAUDRON, C. Comprehension, comprehensibility, and learning in the second language classroom. 7 (2). (1985). 216-232.

CHAUDRON, C., & PARKER, K. Discourse markedness and structural markedness: The acquisition of English noun phrases. 12 (1). (1990). 43-64.

CHEN, S.-I. See Broselow, E. 20 (2). 261-280.

CHENOWETH, N. A., DAY, R. R., CHUN, A. E., & LUPPESCU, S. Attitudes and preferences of ESL students to error correction (Research Note). 6 (1). (1983). 79-87.

CHOO, M. See O’GRADY, W. 25 (3). (2003). 433-448.

CHUN, A. E. See Chenoweth, N. A. 6 (1). (1983). 79-87.

CLAHSEN, H. See Meisel, J. M. 3 (2). (1980). 109-135.

CLAHSEN, H. See Papadopoulou, D. 25 (4). (2003). 501-528.

CLAHSEN, H. See Marinis, T. 27 (1). (2005). 53-78.

CLAHSEN, H. The comparative study of first and second language development. 12 (2). (1990). 135-153.

CLARK, J. L. D., & CLIFFORD, R. T. The FSI/ILR/ACTFL proficiency scales and testing techniques: Development, current status, and needed research. 10 (2). (1988). 129-147.

CLÉMENT, R. See MacIntyre, P. D. 23 (3). (2001). 369-388.

CLEMENTS, J. C. The tense-aspect system in pidgins and naturalistically learned L2. 25 (2). (2003). 245-281.

CLIFFORD, R. T. See Clark, J. L. D. 10 (2). (1988). 129-147.

CLYNE, M. See de Bot, K. 11 (2). (1989). 167-177.

COADY, J. See Huckin, T. 21 (2). (1999). 181-193.

COHEN, A. D., & APHEK, E. Easifying second language learning. 3 (2). (1980). 221-236.

COHEN, A. D. The use of verbal and imagery mnemonics in second-language vocabulary learning. 9 (1). (1987). 43-61.

COHEN, A. D. See Weltens, B. 11 (2). (1989). 127-133.

COHEN, A. D. Attrition in the productive lexicon of two Portuguese third language speakers. 11 (2). (1989). 135-149.

COHEN, A. D. Feedback on writing: The use of verbal report. 13 (2). (1991). 133-159.

COHEN, A. D. Developing the ability to perform speech acts. 18 (2). (1996). 253-267.

COLLENTINE, J. The effects of learning contexts on morphosyntactic and lexical development. 26 (2). (2004). 227-248.

COLLENTINE, J., & FREED, B. F. Learning context and its effects on second language acquisition: Introduction. 26 (2). (2004). 153-171.

COLLIER, V. P. The Canadian bilingual immersion debate: A synthesis of research findings (Review Article). 14 (1). (1992). 87-97.

COMRIE, B. Second language acquisition and language universals research. 12 (2). (1990). 209-218.

CONNOR, U. See Schneider, M. 12 (4). (1990). 411-427.

CONRAD, L. Semantic versus syntactic cues in listening comprehension. 7 (1). (1985). 59-72.

CONRAD, L. The effects of time-compressed speech on native and EFL listening comprehension. 11 (1). (1989). 1-16.

CONROD, S. See MacIntyre, P. D. 23 (3). (2001). 369-388.

COOK, W. A. On CALL: Computer-assisted language instruction (Review Article). 8 (1).(1986). 88-91.

CORDER, S. P. "Simple codes" and the source of the second language learner's initial heuristic hypothesis. 1 (1). (1978). 1-10.

CORDER, S. P. Pure and applied research in linguistics: Is the difference merely one of motivation? 1 (2). (1978). 77-90.

CORDER, S. P. Language distance and the magnitude of the language learning task. 2 (1). (1979). 27-36.

COSTE, D. Lecture et linéarité. 1 (1). (1978). 135-146.

COSTE, D. Quelques remarques sur la notion de situation en linguistique appliquée à la didactique des langues. 1 (2). (1978). 117-128.

COSTE, D. Quelle recentration sur quel apprenant? 2 (1). (1979). 1-14.

CROOKES, G. Planning and interlanguage variation. 11 (4). (1989). 367-383.

CROOKES, G. Second language speech production research: A methodologically oriented review. 13 (2). (1991). 113-132.

CROOKES, G. Theory format and SLA theory. 14 (4). (1992). 425-449.

CROOKES, G. SLA and language pedagogy: A socioeducational perspective. (Point and Counterpoint) 19 (1). (1997). 93-116.

CURRAN, T. See Carr, T. H. 16 (2). (1994). 205-230.

D'ANGLEJAN, A. Native speaker reactions to approximative systems (Introduction to thematic issue). 5 (2). (1983). vii-ix.

D'ANGLEJAN, A. See Olynyk, M. 5 (2). (1983). 213-236.

DABÈNE, L., & BILLIEZ, J. Code-switching in the speech of adolescents born of immigrant parents. 8 (3). (1986). 309-325.

DAGUT, M., & LAUFER, B. Avoidance of phrasal verbs--A case for contrastive analysis (Research Note). 7 (1). (1985). 73-80.

DAHL, M. See Kasper, G. 13 (2). (1991). 215-247.

DAMHUIS, R. Immigrant children in infant-class interactions: Opportunities for second language acquisition of young multilingual children in Dutch infant classes. 1(3). (1993). 305-331.

DANESI, M. Neurological bimodality and theories of language teaching. 10 (1). (1988). 13-31.

DAY, J. B. See Gardner, R. C. 14 (2). (1992). 197-214.

DAY, R. R. See Chenoweth, N. A. 6 (1). (1983). 79-87.

DE BOT, K. See Jordens, P. 11 (2). (1989). 179-204.

DE BOT, K., PARIBAKHT, T. S., & WESCHE, M. B. Toward a lexical processing model for the study of second language vocabulary acquisition: Evidence from ESL reading. 19 (3). (1997). 309-329.

DE BOT, K., & CLYNE, M. Language reversion revisited. 11 (2). (1989). 167-177.

DE GRAAFF, R. The eXperanto experiment: Effects of explicit instruction on second language acquisition. 19 (2). (1997). 249-275.

DE HEREDIA, C. Asymmetric communication in bilingual exchanges. 8 (3). (1986). 369-389.

DEBYSER, F. Expressing disagreement (exprimer son désaccord). 3 (1). (1980). 42-56.

DEKEYSER, R. M. Learning second language grammar rules: An experiment with a miniature linguistic system. 17 (3). (1995). 379-410.

DEKEYSER, R. M. Beyond explicit rule learning: Automatizing second language morphosyntax. 19 (2). (1997). 195-221.

DEKEYSER, R. M. The robustness of the critical period in second language acquisition. 22 (4). (2000). 499-533.

DE LA FUENTE, M. J. Negotiation and oral acquisition of L2 vocabulary: The roles of input and output in the receptive and productive acquisition of words. 24 (1). (2002). 81-112.

DENNIS, S. See Harrington, M. 24 (2). (2002). 261-268.

DERWING, T. M. Speech rate is no simple matter: Rate adjustment and NS-NNS communicative success. 12 (3). (1990). 303-313.

DERWING, T. M. & MUNRO, M. J. Accent, intelligibility, and comprehensibility: Evidence from four L1s. 19 (1). (1997). 1-16.

DERWING, T. M. See Munro, M. J. 23 (4). (2001). 451-468.

DEWEY, D. P. A comparison of reading development by learners of Japanese in intensive domestic immersion and study abroad contexts. 26 (2). (2004). 303-327.

DEWEY, D. P. See Freed, B. F. 26 (2). (2004). 275-301.

DEWEY, D. P. See Freed, B. F. 26 (2). (2004). 349-356.

DIAZ-CAMPOS, M. Context of learning in the acquisition of Spanish second language phonology. 26 (2). (2004). 249-273.

DIMROTH, C., & WATOREK, M. The scope of additive particles in basic learner varieties. 22 (3). (2000). 307-336.

DITTMAR, N. On the verbal organization of L2 tense marking in an elicited translation task by Spanish immigrants in Germany. 3 (2). (1981). 136-164.

DITTMAR, N. Grammaticalization in second language acquisition (Introduction to thematic issue). 14 (3). (1992). 249-257.

DITTMAR, N. See Skiba, R. 14 (3). (1992). 323-349.

DOUGHTY, C. See Pica, T. 7 (2). (1985). 233-248.

DOUGHTY, C. Second language instruction does make a difference: Evidence from an empirical study of SL relativization. 13 (4). (1991). 431-469.

DOUGLAS, D. Testing listening comprehension in the context of the ACTFL proficiency guidelines. 10 (2). (1988). 245-261.

DUFF, P. A. Syntax, semantics, and SLA: The convergence of possessive and existential constructions. 15 (1). (1993). 1 -34.

DUSSIAS, P. Syntactic ambiguity resolution in L2 learners: Some effects of bilinguality on L1 and L2 processing strategies. 25 (4). (2003). 529-557.

EARLEY, K. See Eubank, L. 14 (4). (1992). 451-452.

ECKMAN, F. R. On predicting phonological difficulty in second language acquisition. 4 (1). (1981). 18-30.

ECKMAN, F. R. Some theoretical and pedagogical implications of the markedness differential hypothesis. 7 (3). (1985). 289-307.

ECKMAN, F. R. The structural conformity hypothesis and the acquisition of consonant clusters in the interlanguage of ESL learners. 13 (1). (1991). 23-41.

ECKMAN, F. R. From phonemic differences to constraint rankings: Research on second language phonology (State of the Art). 26 (4). (2004). 513-549.

EDGE, B. A. The production of word-final voiced obstruents in English by L1 speakers of Japanese and Cantonese. 13 (3). (1991). 377-393.

EDMONDSON, W. J. Discourse worlds in the classroom and in foreign language learning. 7 (2). (1985). 159-168.

EDWARDS, J. Language revival: Specifics and generalities (Review Article). 15 (1). (1993). 107-113.

EHRLICH, S. Gender as social practice: Implications for second language acquisition. 19 (3). (1997). 421-446.

EHRLICH, S., AVERY, P., & YORIO, C. Discourse structure and the negotiation of comprehensible input. 11 (4). (1989). 397-414.

EISENSTEIN, M. Native reactions to nonnative speech: A review of empirical research. 5 (2). (1983). 160-176.

EISENSTEIN, M., & BERKOWITZ, D. The effect of phonological variation on adult learner comprehension (Research Note). 4 (1). (1981). 75-80.

ELIASSON, S. See Laufer, B. 15 (1). (1993). 35-48.

ELLEGARD, A. Language and brain. 1 (2). (1978). 129-150.

ELLIS, N. C. Sequencing in SLA: Phonological memory, chunking, and points of order. 18 (1). (1996). 91-126.

ELLIS, N. C. Frequency effects in language processing: A review with implications for theories of implicit and explicit language acquisition. 24 (2). (2002). 143-188.

ELLIS, N. C. Reflections on frequency effects in language processing. 24 (2). (2002). 297-339.

ELLIS, N. C., & Schmidt, R. Morphology and longer distance dependencies: Laboratory research illuminating the A in SLA. 19 (2). (1997). 145-171.

ELLIS, R. Interlanguage variability in narrative discourse: Style shifting in the use of the past tense. 9 (1). (1987). 1-19.

ELLIS, R. Are classroom and naturalistic acquisition the same? A study of the classroom acquisition of German word order rules. 11 (3). (1989). 305-328.

ELLIS, R. Grammaticality judgments and second language acquisition. 13 (2). (1991). 161-186.

ELLIS, R. Learning to communicate in the classroom: A study of two language learners' requests. 14 (1). (1992). 1-23.

ELLIS, R. SLA and language pedagogy: An educational perspective. (Point and Counterpoint). 19 (1). (1997). 69-92.

ELLIS, R. Does form-focused instruction affect the acquisition of implicit knowledge?: A review of the research. 24 (2). (2002). 223-236.

ELLIS, R., & HE, X. The roles of modified input and output in the incidental acquisition of word meanings. 21 (2). (1999). 285-301.

ELLIS, R., & YUAN, F. The effects of planning on fluency, complexity, and accuracy in second language narrative writing. 26 (1). (2004). 59-84.

EL TIGI, M. See Ioup, G. 16 (1). (1994). 73-98.

ERLAM, R. Evaluating the relative effectiveness of structured input and output-based instruction in foreign language learning: Results from an experimental study. 25 (4). (2003). 559-582.

ESCUDERO, P., & BOERSMA, P. Bridging the gap between L2 speech perception research and phonological theory. 26 (4). (2004). 551-585.

ESCUDERO, P. See Boersma, P. 27 (4). (2005). 607-617.

EUBANK, L. See Beck, M.-L. 13 (1). (1991). 73-76.

EUBANK, L., & EARLEY, K. Access to L2 data: The CHILDES Archive (Information for the Profession). 14 (4). (1992). 451-452.

EUBANK, L., & GREGG, K. R. "Et in amygdala ego"?: UG, (S)LA, and neurobiology. 17 (1). (1995). 35-57.

EUBANK, L., & GREGG, K. R. News flash – Hume still dead. 24 (2). (2002). 237-247.