Published Papers by Daniela K.O'Neill

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.

Journal articles

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

O'Neill, D.K., Main, R. M., & Ziemski, R. (2009). "I like Barney." Preschoolers' spontaneous conversational initiations with peers. 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. 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. 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.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. First Language, 1, 5-18.

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. 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. First Language, 24, 149-183. *The second-most downloaded article of First Language as of August 2005.

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. 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. First Language, 22, 73-103

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

O'Neill, D. K., & Chong, S. (2001). Preschool children's difficulty understanding the kinds of information we gain through our five senses. 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. 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. 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. Developmental Science, 3, 457-478.

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

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. Child Development, 63, 474-490.

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

Book Chapters (some of these still remain to be converted to PDF - coming soon!)

O’Neill, D. K. (under review). Pragmatics, children’s understanding of mind, and developmental assessment: Reconceiving components of pragmatic ability. In T. Matsui (Ed.), Pragmatics and theory of mind. John Benjamins.

O’Neill, D. K. (2005). Talking about “new” information: The given/new distinction and children’s developing theory of mind. 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. (2001). Planning in 3-year-olds: A reflection of the future self?. In C. Moore, & K. Skene (Eds.). The self in time: Developmental issues (p. 121-140). Mahwah, NJ: Lawrence Erlbaum.

Povinelli, D. J. & O'Neill, D. K. (2000). Do chimpanzees use their gestures to instruct each other? 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). 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.

Language Use Inventory (LUI)
The publisher of the Language Use Inventory (LUI) Manual, the Language Use Inventory and the LUI Score Sheet authored by Daniela O'Neill is Knowledge in Development, Inc. Please visit the publishers website for more details regarding obtaining the Language Use Inventory.

This page was last updated on September 11, 2011.