Nick Ellis
Many of these articles can be downloaded by clicking on their title.
Others are available here through the University of Michigan Deep Blue Repository.
If not, e-mail me
2021-2022
Guo, R. & Ellis, N. C. (2021). Language Usage and Second Language Morphosyntax: Effects of Availability, Reliability, and Formulaicity. Frontiers in psychology 12. https://www.frontiersin.org/articles/10.3389/fpsyg.2021.582259/full
2019-2020
Ellis, N. C. (2019). Essentials of a theory of language cognition. Modern Language Journal, 103 (Supplement 2019), 39-60. DOI: 10.1111/modl.12532. https://onlinelibrary.wiley.com/doi/full/10.1111/modl.12532
Römer, U., Skalicky, S., & Ellis, N. C. (2020). Verb-argument constructions in advanced L2 English learner production: Insights from corpora and verbal fluency tasks. Corpus Linguistics and Linguistic Theory, 16 (2), 303-331. DOI:10.1515/cllt-2016-0055
Ellis, N. C. & Wulff, S. (2020). Usage-based approaches to L2 acquisition. In VanPatten, B., Keating, G. D., & Wulff, S. (Eds.), Theories in Second Language Acquisition: An introduction. (pp. 63-82). New York & London: Routledge.
Crossley, S., Marsden, E., Ellis, N., Kormos, J., Morgan‐Short, K., Thierry, G. (2020). Introduction of Methods Showcase Articles in Language Learning. Language Learning 70, 5-10.
Ellis, N. C. (2019). Usage-based theories of Construction Grammar: Triangulating Corpus Linguistics and Psycholinguistics. In Jesse Egbert & Paul Baker (Eds.), Using Corpus Methods to Triangulate Linguistic Analysis (pp. 239-267). New York & London: Routledge.
Cintrón-Valentín, M., Lorenzo García-Amaya, L., & Ellis, N. C. (2019). Captioning and Grammar Learning in the L2 Spanish Classroom. The Language Learning Journal, 47. DOI: 10.1080/09571736.2019.1615978. Marsden, E., Crossley, C., Ellis, N., Kormos, J., Morgan‐Short, K., Thierry, G. (2019). Inclusion of Research Materials When Submitting an Article to Language Learning. Language Learning 69, 795-801.
Ellis, N. C. & Wulff, S. (2019). Cognitive approaches to L2 acquisition. In John W. Schwieter & Alessandro Benati (Eds.), The Cambridge Handbook of Language Learning (pp. 41-61). Cambridge: Cambridge University Press.
2017-2018
Marsden, E., Morgan-Short, K., Trofimovich, P., & Ellis, N. C. (2018). Introducing Registered Reports at Language Learning: Promoting transparency, replication, and a synthetic ethic in the Language Sciences. Language Learning, 68, 309-320.
Ellis, N. C. (2018). On-line processing of Verb-Argument Constructions: Visual recognition thresholds and naming. In A. María Piquer-Píriz & R. Alejo-González (Eds.), Applying Cognitive Linguistics: Figurative language in use, constructions, and typology (pp. 105-13). Amsterdam: John Benjamins.
Wulff, S., & Ellis, N. C. (2018). Usage-based approaches to SLA. In D. Miller, F. Bayram, J. Rothman, L. Serratrice (Eds.), Bilingual Cognition and Language: The state of the science across its subfields. (pp. 37-56). Amsterdam: John Benjamins.
Ellis, N. C. (2017). Salience in Usage-based SLA. In Gass, S., Spinner, P., & Behney, J. (Eds.), Saliency in Second Language Acquisition. NY: Routledge.
Ellis, N. C. (2017). Chunking. In Hundt, M., Mollin, S, and Pfenninger, S. (Eds.) The Changing English Language: Psycholinguistic Perspectives (pp. 113-147), Cambridge: Cambridge University Press.
Ellis, N. C. (2017). Salience. In Hundt, M., Mollin, S, and Pfenninger, S. (Eds.) The Changing English Language: Psycholinguistic Perspectives (pp. 71-92), Cambridge: Cambridge University Press.
Ellis, N. C. & Ogden, D. C. (2017). Thinking about multiword constructions: Usage-based approaches to acqusition and processing. Topics in Cognitive Science, 9 (3), 604-620. DOI: 10.1111/tops.12256
Ellis, N. C. (2017). Cognition, corpora, and computing: Triangulating research in usage-based language learning. Language Learning, 67, S1, 40-65. DOI: 10.1111/lang.12215
Ellis, N. C. (2017). Implicit and explicit knowledge about language. In Cenoz, J., & Gorter, D. (Eds.) (pp. 113-124). Language Awareness and Multilingualism. Encyclopedia of Language and Education. Springer International Publishing Switzerland. DOI 10.1007/978-3-319-02325-0_7-1
2015-2016
Ellis, N. C., Römer, U. & O’Donnell, M. B. (2016). Usage-based Approaches to Language Acquisition and Processing: Cognitive and Corpus Investigations of Construction Grammar. Language Learning Monograph Series. Wiley-Blackwell. [Book]
Reviewed in Review of Cognitive Linguistics (2017) by Teresa Cadierno
Reviewed in ICAME Journal (2017) by Fanny Meunier
Reviewed in Applied Linguistics (2017) by Gaëtanelle Gilquin
Reviewed in Functions of Language (2017) by Annette Fahrner
Reviewed in Cognitive Linguistics (2018) by Andrea Tyler
Reviewed in International Journal of Learner Corpus Research (2018) by Mark McAndrews
Cintrón-Valentín, M. & Ellis, N. C. (2016). Salience in Second Language Acquisition: Physical form, learner attention, and instructional focus. Frontiers in Psychology, 7:1284. Doi 10.3389/fpsyg.2016.01284. Language Sciences, Special Topic: Perceptual linguistic salience: modeling causes and consequences. Link to Online Article
Ellis, N. C. (2016). On-line processing of Verb-Argument Constructions: Lexical decision and semantic processing. Language and Cognition, 8, 391-420.
Ellis, N. C. (2016). On-line processing of Verb-Argument Constructions: Visual recognition thresholds and naming. Review of Cognitive Linguistics, 14 (1), 105-135.
Ellis, N. C. (2016). Salience, Cognition, Language Complexity, and Complex Adaptive Systems. Studies in Second Language Acquisition, 38 (2), 341-351.
Douglas Fir Group (Atkinson, D., Byrnes, H., Doran, M., Duff, P., Ellis, N., Hall, J. K., Johnson, K., Lantolf, J., Larsen–Freeman, D., Negueruela, E., Norton, B., Ortega, L., Schumann, J., Swain, M., and Tarone, E.) (2016). A transdisciplinary framework for SLA in a multilingual world. Modern Language Journal, 100, 19-47. Offprint
Ellis, N. C. (2016) Frequency in language learning and language change. In Heike Behrens & Stefan Pfänder (Eds.), Experience counts: Frequency effects in language (pp. 239-256). Berlin: de Gruyter.
Ellis, N. C., Simpson-Vlach, R., Römer, U., O’Donnell, M., & Wulff, S. (2015). Learner corpora and formulaic language in SLA. In Sylviane Granger, Gaëtanelle Gilquin and Fanny Meunier (Eds.), Cambridge Handbook of Learner Corpus Research. (pp. 357-378). Cambridge: Cambridge University Press.
Ellis, N. C. (2015). Cognitive and social aspects of learning from usage. In Teresa Cadierno and Søren Eskildsen (Eds.), Usage-based perspectives on second language learning, pp. 49-73. Berlin: DeGruyter Mouton.
Römer, U., O’Donnell, M. & Ellis, N. C. (2015). Using COBUILD grammar patterns for a large-scale analysis of verb-argument constructions: Exploring corpus data and speaker knowledge. In Maggie Charles, Nick Groom, & Suganthi John (Eds.) Corpora, Grammar, Text and Discourse: In Honour of Susan Hunston (pp. 43-71). Amsterdam: John Benjamins.
Ellis, N. C. (2015). Implicit and explicit learning: Their dynamic interface and complexity. In P. Rebuschat (Ed.), Implicit and explicit learning of languages (pp. 3-23). Amsterdam: John Benjamins. Implicit_AND_Explicit_Learning_EllisPreprint.pdf
Ellis, N. C. , Römer, U., & O’Donnell, M. (2015). Second language constructions: Usage-based acquisition and transfer too. In John Schwieter (Ed.), The Cambridge Handbook of Bilingual Processing (pp. 234-254). Cambridge: Cambridge University Press.
Ellis, N. C. & Wulff, S. (2015). Second language acquisition. In Dabrowska, E. & Divjak, D. (Eds.) Handbook of Cognitive Linguistics (pp. 409-431). DeGruyter Mouton. Ellis& Wulff.pdf
O’Donnell, M. B., Römer, U. & Ellis, N. C. (2015). The development of formulaic language in first and second language writing: Investigating effects of frequency, association, and native norm. In Sebastian Hoffmann, Bettina Fischer-Starcke and Andrea Sand (Eds.) Current issues in Phraseology (pp. 83-108). Amsterdam: John Benjamins.
Gries, S. Th., & Ellis, N.C. (2015). Statistical measures for Usage-based linguistics. Currents in Language Learning, 2, 228-255. Gries&Ellis(2015)_PrePrint.pdf
Cintrón-Valentín, M. & & Ellis, N. C. (2015). Exploring the Interface: Explicit Focus-on-Form Instruction and Learned Attentional Biases in L2 Latin. Studies in Second Language Acquisition, 37, 197-235. __SSLA_ImpExpInterface2015Revised.pdf
Ellis, N. C. , O’Donnell, M., & Römer, U. (2015). Usage-based language learning. In Brian MacWhinney and William O’Grady (Eds.) The Handbook of Language Emergence (pp. 163-180). Wiley-Blackwell. _HandbookofEmergenceOffprint.pdf
Ellis, N. C. & Ogden, D. C. (2015). Language Cognition: comments on ‘The Ubiquity of Frequency Effects in First Language.’ Journal of Child Language, 42, 182-186. JCL_EllisOgden_Preprint.pdf
2013-2014
Ellis, N. C., O’Donnell, M. B., & Römer, U. (2014). Second Language Verb-Argument Constructions are Sensitive to Form, Function, Frequency, Contingency, and Prototypicality. Linguistic Approaches to Bilingualism, 4 (4), 405-431. Secondlanguageconstructions_LAB#2preprint.pdf
Römer, U., O’Donnell, M. B., & Ellis, N. C. (2014). Second Language Learner Knowledge of Verb–Argument Constructions: Effects of Language Transfer and Typology. Modern Language Journal, 98 (4), 952-975. MLJ learner knowledge of VACs.pdf.
Ellis, N. C. & Wulff, S. (2014). Usage-based approaches to SLA. In B. VanPatten & J. Williams (Eds.)., Theories in second language acquisition: An introduction (2nd Edn), chapter 6.. NY: Routledge. TSLA Ellis & Wulff_preprint.pdf
Ellis, N. C. & O’Donnell, M. B. (2014) Construction learning as category learning: A cognitive analysis. In T. Herbst, S. Schueller, and H-J. Schmid (Eds.), Constructions – Collocations – Patterns (pp. 63-89). Berlin: de Gruyter.
Hulstijn, J. H., Young, R. F., Ortega, L., Bigelow, M., DeKeyser, R., Ellis, N. C., Lantolf, J. P., Mackey, A., & Talmy, S. (2014). Bridging the Gap: Cognitive and social approaches to research in second language learning and teaching. Studies in Second Language Acquisition, 36 (3), 361-421 SSLA2014.pdf
Ellis, N. C. (2014) Cognitive AND Social Language Usage. Studies in Second Language Acquisition, 36 (3), 397-402. (see above) SSLA2014_local.pdf
Ellis, N. C., O’Donnell, M. B., & Römer, U. (2014). The Processing of Verb-Argument Constructions is Sensitive to Form, Function, Frequency, Contingency, and Prototypicality. Cognitive Linguistics, 25 (1), 55-98. Preprint
Römer, U., Roberson, A., O’Donnell, M. & Ellis, N. C. (2014). Linking learner corpus and experimental data in studying second language learners’ knowledge of verb-argument constructions. ICAME Journal, 38, 115-135. Offprint
Ellis, N. C., Hafeez, K., Martin, K. I., Chen, L., Boland, J., & Sagarra, N. (2014). An eye-tracking study of learned attention in Second Language Acquisition. Applied Psycholinguistics, 35 (3), 547-579 Offprint
Ellis, N. C. , O’Donnell, M., & Römer, U. (2014). Does language Zipf right along? Investigating robustness in the latent structures of usage and acquisition. In , J. Connor-Linton & L. Amoroso (Eds.). Measured language: quantitative studies of acquisition, assessment, processing and variation (pp. 33-50). Washington DC: Georgetown University Press.
Sagarra, N., & Ellis, N. C. (2013). From seeing adverbs to seeing morphology. Language experience and adult acquisition of L2 tense. Studies in Second Language Acquisition, 35, 261-290. SSLA2013.pdf
O’Donnell, M. B., Römer, U. & Ellis, N. C. (2013). The development of formulaic language in first and second language writing: Investigating effects of frequency, association, and native norm. International Journal of Corpus Linguistics, 18, (1), 83-108 IJCL2013Preprint.pdf
Ortega, L., Cumming, A., & Ellis, N. C (Eds.) (2013). Agendas for Language Learning Research. Wiley-Blackwell. ISBN: 978-1-1185-9070-6.
Ellis, N. C. (2013). Second language acquisition. In Oxford Handbook of Construction Grammar (pp. 365-378), G. Trousdale & T. Hoffmann (Eds.). Oxford: Oxford University Press. SecondLanguageAcquistionCxGPreprint.pdf
Ellis, N. C., O’Donnell, M. B., & Römer, U. (2013). Usage-Based Language: Investigating the Latent Structures that Underpin Acquisition. Currents in Language Learning, 1, Language Learning, 63: Suppl 1., pp. 25-51. CurrentsinLanguageLearning_EllisPrePrint.pdf.
Ortega, L., Cumming, A., & Ellis, N. C. (Eds.) (2013). Agendas for Language Learning Research. Currents in Language Learning, 1, Language Learning, 63: Suppl 1. View
Ellis, N. C. (2013). Frequency-based grammar and the acquisition of tense-aspect in L2 learning. In Rafael Salaberry & Llorenç Comajoan (Eds.) Research Design and Methodology in Studies on Second Language Tense and Aspect (pp. 89-118). Berlin: Mouton de Gruyter.
2011-2012
Ellis, N. C. (2012). Formulaic language and second language acquisition: Zipf and the phrasal teddy bear. Annual Review of Applied Linguistics, 32, 17-44. ARAL2012offprint.pdf
Ellis, N. C. (2012). Emergentism. In The Encyclopedia of Applied Linguistics: Cognitive Approaches (General Editor Carol A. Chapelle; Area Editor Marianne Gullberg & John Williams). Wiley-Blackwell.
Ellis, N. C. (2012). Corpus study: Cognitive implications. In The Encyclopedia of Applied Linguistics: Corpus Linguistics (General Editor Carol A. Chapelle; Area Editor Michael Stubbs). Wiley-Blackwell.
Ellis, N. C. & O’Donnell, M. (2012). Statistical construction learning: Does a Zipfian problem space ensure robust language learning? In J. Rebuschat & J. Williams (Eds.) Statistical Learning and Language Acquisition, Berlin: Mouton de Gruyter. Preprint
Ellis, N.C. (2012) Variable competence. Linguistic Approaches to Bilingualism, 2, 264-268. Preprint
Ellis, N. C. (2012). What can we count in language, and what counts in language acquisition, cognition, and use? In S. Th. Gries & D. S. Divjak (Eds.) Frequency effects in language learning and processing (Vol. 1). (pp. 7-34). Berlin: Mouton de Gruyter. Preprint
Martin, K. I., & Ellis, N. C. (2012). The Roles of Phonological STM and Working Memory in L2 Grammar and Vocabulary Learning. Studies in Second Language Acquisition, 34 (3), 379-413. Offprint.
Coventry, W., Antón-Méndez, I., Ellis, E., Levison, C., Byrne, B., van Daal, V. & Ellis, N. C. (2012). The Etiology of Individual Differences in Second Language Acquisition in Australian School Students: A Behaviour-Genetic Study. Language Learning, 62, 880-901. Preprint.pdf.
Ellis, N. C. (2012). Frequency effects. In P. Robinson (Ed.) The Routledge Encyclopedia of SLA (pp. 260-265). New York: Routledge.
Ellis, N. C. (2012). Learned attention and blocking. In P. Robinson (Ed.) The Routledge Encyclopedia of SLA (pp. 370-372). New York: Routledge.
Ellis, N. C. & Sagarra, N. (2011). Learned attention in adult language acquisition: A replication and generalization study and meta-analysis. Studies in Second Language Acquisition, 33 (4), 589-624. Offprint.
Ellis, N. C. (2011). Frequency-based accounts of SLA. In S. Gass & A. Mackey (Eds.), Handbook of Second Language Acquisition, (pp. 193-210), London: Routledge/Taylor Francis. Preprint
Ellis, N. C. & O’Donnell, M. (2011). Robust Language Acquisition – an Emergent Consequence of Language as a Complex Adaptive System. In L. Carlson, C. Hölscher, & T. Shipley (Eds.), Proceedings of the 33rd Annual Conference of the Cognitive Science Society (pp. 3512-3517). Austin, TX: Cognitive Science Society.
Ellis, N. C. (2011). The emergence of language as a complex adaptive system. In J. Simpson (Ed.), Handbook of Applied Linguistics (pp. 666-679), London: Routledge/Taylor Francis. Preprint
Ellis, N. C. (2011). Implicit and explicit SLA and their interface. In C. Sanz & R. Leow (Eds.) Implicit and Explicit Language Learning: Conditions, Processes, and Knowledge in SLA & Bilingualism (pp. 35-47). Georgetown University Press.
2009-2010
Ellis, N. C. & Sagarra, N. (2010). The bounds of adult language acquisition: Blocking and learned attention. Studies in Second Language Acquisition, 32 (4), 553-580. Offprint
Ellis, N. C. & Sagarra, N. (2010). Learned Attention Effects in L2 Temporal Reference: The First Hour and the Next Eight Semesters. Language Learning, 60: Supplement 2, 85-108. Prepublication draft e-mail for offprint
Simpson-Vlach, R., & Ellis, N. C. (2010). An Academic Formulas List (AFL). Applied Linguistics, 31, 487-512. Advance Access doi:10.1093/applin/amp058. Prepublication draft.
Ellis, N. C. (2010). Construction learning as category learning. In M. Pütz and L. Sicola (Eds.) Cognitive Processing and Second Language Acquisition: Inside the Learner’s Mind. Amsterdam: John Benjamins.
‘The Five Graces Group’ (Beckner, C., Blythe, R., Bybee, J., Christiansen, M. H., Croft, W., Ellis, N. C., Holland, J., Ke, J., Larsen-Freeman, D., Schoenemann, T.) (2009). Language is a complex adaptive system. Position paper, Language Learning, 59, Supplement 1, 1-27.
Traducción al español y notas de Francisco Moreno Fernández: La lengua es un sistema adaptativo complejo
Ellis, N. C. with Larsen-Freeman, D. (2009). Constructing a second language: Analyses and computational simulations of the emergence of linguistic constructions from usage. Language Learning, 59, Supplement 1, 93-128.
Ellis, N. C. & Larsen-Freeman, D. (Eds). (2009). Language as a Complex Adaptive System. Special issue. Language Learning, 59, Supplement 1
Ellis, N. C. & Cadierno, T. (2009). Constructing a second language. Introduction to the Special Section. Annual Review of Cognitive Linguistics, 7, 111-139.
Ellis, N. C. & Ferreira-Junior, F. (2009). Constructions and their acquisition: Islands and the distinctiveness of their occupancy. Annual Review of Cognitive Linguistics, 7, 188-221.
Ellis, N. C. & Collins, L. (2009). Input and Second Language Acquisition: The roles of frequency, form and function. Introduction to the special issue. Modern Language Journal, 93, 329-335.
Ellis, N. C. & Ferreira-Junior, F. (2009). Construction learning as a function of frequency, frequency distribution, and function. Modern Language Journal, 93, 370-385.
Wulff, S., Ellis, N. C., Römer, U., Bardovi-Harlig, K, LeBlanc, C. (2009) The acquisition of tense-aspect: Converging evidence from corpora and telicity ratings. Modern Language Journal, 93, 354-369.
Ellis, N. C. & Simpson-Vlach, R. (2009). Formulaic language in native speakers: Triangulating psycholinguistics, corpus linguistics, and education. Corpus Linguistics and Linguistic Theory, 5, 61-78.
Ellis, N. C. , Frey, E., & Jalkanen, I. (2009). The Psycholinguistic Reality of Collocation and Semantic Prosody (1): Lexical Access. In U. Römer & R. Schulze, (Eds.) Exploring the Lexis-Grammar Interface (pp. 89-114). Studies in Corpus Linguistics. Amsterdam: John Benjamins.
Ellis, N. C. & Frey, E. (2009). The Psycholinguistic Reality of Collocation and Semantic Prosody (2): Affective Priming. In R. Corrigan, E.Moravcsik, H. Ouali & K. Wheatley (Eds.) Formulaic Language (pp. 473-497). Typological Studies in Language. Amsterdam: John Benjamins.
Ellis, N. C. (2009). Optimizing the input: Frequency and in Usage-based and Form-focussed Learning. In M. H. Long & C. Doughty (Eds.), Handbook of Language Teaching (pp. 139-158). Oxford: Blackwell. Preprint
2007-2008
Ellis, N. C. (2008). The dynamics of second language emergence: Cycles of language use, language change, and language acquisition. Modern Language Journal, 92:2, 232-249.
Ellis, N. C. (2008). Words and their usage: Commentary on the Special Issue on The Bilingual Mental Lexicon, The Mental Lexicon, 3:3, 376-386.
Ellis, N. C.. (2008). The Psycholinguistics of the Interaction Hypothesis. In A. Mackey and C. Polio (Eds.), Multiple Perspectives on Interaction in SLA: Second language research in Honor of Susan M. Gass. ( pp. 11-40). New York: Routledge.
Robinson, P. and N. Ellis, N.C. (Eds.) (2008) Handbook of Cognitive Linguistics and Second Language Acquisition. London: Routledge.
Reviewed in Modern Language Journal
Reviewed in Canadian Journal of Applied Linguistics
Reviewed in Canadian Journal of Linguistics
Ellis, N. C. (2008). Temporal Cognition and Temporal Language the First and Second Times Around. Language Learning, 58: Supplement 1, pp. 115-121.
Ellis, N. C. Simpson-Vlach, R., & Maynard, C. (2008). Formulaic Language in Native and Second-Language Speakers: Psycholinguistics, Corpus Linguistics, and TESOL. TESOL Quarterly, 41:3, 375-396. (Special Issue on Psycholinguistics and TESOL).
Ellis, N. C. & Simpson-Vlach, R. (2008). An Academic Formulas List (AFL): Corpus Linguistics, Psycholinguistics, and Education. In Proceedings of TaLC8 – The 8th Teaching and Language Corpora Conference, Lisbon, 4-6 July, 2008.
Ellis, N. C. (2008). Temporal Cognition and Temporal Language the First and Second Times Around. In M. Gullberg & P. Indefrey (Eds.) Time to Speak: Cognitive and Neural Prerequisites of Time in Language. The Language Learning-Max Planck Institute for Psycholinguistics Cognitive NeuroScience Series, Wiley: Blackwell.
Ellis, N. C. & Robinson, P. (2008). An Introduction to Cognitive Linguistics, Second Language Acquisition, and Language Instruction. Chapter 1 in P. Robinson & N. C. Ellis (Eds.), A handbook of cognitive linguistics and SLA. London: Routledge
Ellis, N. C. (2008). Usage-based and Form-focused Language Acquisition: The Associative Learning of Constructions, Learned-attention, and the Limited L2 Endstate. Chapter 16 in P. Robinson and N. Ellis (Eds.), Handbook of Cognitive Linguistics and Second Language Acquisition. London: Routledge
Robinson, P., & Ellis, N. C. (2008). Conclusion: Cognitive Linguistics, Second Language Acquisition and Instruction—Issues for Research. Chapter 19 in P. Robinson & N. C. Ellis (Eds.), A handbook of cognitive linguistics and SLA. London: Routledge.
Ellis, N. C. (in press, 2008). Usage-based and form-focused SLA: The implicit and explicit learning of constructions. In A. Tyler, K. Yiyoung and M.Takada (Eds.) Language in the Context of Use: Cognitive and discourse approaches to language and language learning. Amsterdam: Mouton de Gruyter.
Ellis, N. C. (2008). Phraseology: The periphery and the heart of language. Preface to F. Meunier and S. Granger (Eds.), Phraseology in language learning and teaching, pp. 1-13.. Amsterdam: John Benjamins.
Ellis, N. C. (2007). Dynamic Systems Theory and SLA: The wood and the trees. Bilingualism: Language and Cognition. 10 (1), 23-25.
Ellis, N. C. (2007). Implicit and explicit knowledge about language. In J. Cenoz & N. H. Hornberger (Eds.) Encyclopedia of Language and Education, Second Edition, Volume 6: Knowledge about Language (pp. 119-132). Springer.
Ellis, N. C. (2007). The Weak-Interface, Consciousness, and Form-focussed instruction: Mind the Doors. In S. Fotos & H. Nassaji (Eds.), Form Focused Instruction and Teacher Education: Studies in Honour of Rod Ellis, pp. 17-33, Oxford: Oxford University Press.
Ellis, N. C. & Bogart, P. (2007). Speech and Language Technology in Education: The Perspective from SLA Research and Practice. In Proceedings of the SlaTE Workshop on Speech and Language Technology in Education ISCA Tutorial and Research Workshop, Farmington, Pennsylvania USA, October 1-3, 2007.
Ellis, N. C. (2007). Blocking and Learned Attention in Language Acquisition. In CogSci 2007, Proceedings of the Twenty Ninth Cognitive Science Conference. Nashville, Tennesse, August 1-4, 2007.
Ellis, N. C. (2007). Learned Attention in Language Acquisition: Blocking, Salience, and Cue Competition. In EuroCogSci07, Proceedings of the Second European Cognitive Science Conference. Delphi, Greece, May 23-27, 2007, pp. 119-124.
2005-2006
Ellis, N. C. & Larsen-Freeman, D. (Eds). (2006). Language Emergence: Implications for Applied Linguistics. Special issue. Applied Linguistics, 27(4).
Ellis, N. C. (2006). Cognitive perspectives on SLA: The Associative-Cognitive CREED. AILA Review, 19, 100-121
Ellis, N. C. & Larsen-Freeman, D. (2006). Language Emergence: Implications for Applied Linguistics. Introduction to the Special Issue. Applied Linguistics, 27(4), 558-589.
Ellis, N. C. (2006). Selective Attention and Transfer Phenomena in L2 Acquisition: Contingency, Cue Competition, Salience, Interference, Overshadowing, Blocking, and Perceptual Learning. Applied Linguistics, 27 (2), 164-194.
Ellis, N. C. (2006). Language acquisition as rational contingency learning. Applied Linguistics. 27 (1), 1-24.
Ellis, N. C. (2006) SLA: The Associative Cognitive CREED. In B. VanPatten, J. Williams & A. F. Williams (Eds.)., Theories in second language acquisition: An introduction. Mahwah NJ: Erlbaum.
Ellis, N. C. (2006) Meta-analysis, human cognition, and language learning. In J. Norris and L. Ortega (Eds.) Synthesizing research on language learning and teaching (pp. 301-322). Amsterdam, John Benjamins.
Ellis, N. C. (2005). At the interface: Dynamic interactions of explicit and implicit language knowledge. Studies in Second Language Acquisition, 27, 305-352.
Ellis, N. C. (2005). Introduction to Part 1: Acquisition. In J. F. Kroll & A. M. B. de Groot (Eds.) Handbook of bilingualism: Psycholinguistic approaches (pp. 3-7). Oxford: Oxford University Press.
Ellis, N. C. (2005). Review of Bod, R., Hay, J., & Jannedy, S. (Eds.). (2003). Probabilistic linguisitics. Cambridge, MA: MIT Press. Studies in Second Language Acquisition, 26 (4), 619-621.
Ellis, N. C. (2005). Review of Bybee, J., & Hopper, P. (Eds.). (2001). Frequency and the emergence of linguistic structure. Amsterdam: Benjamins. Studies in Second Language Acquisition, 26 (4), 618-619.
2003-2004
Ellis, N. C., Natsume, M., Stavropoulou,, K., Hoxhallari, L., van Daal, V. H. P., Polyzoe, N., Tsipa, M., & Petalas, M. (2004). The effects of orthographic depth on learning to read alphabetic, syllabic, and logographic scripts. Reading Research Quarterly, 39, 438-468.
Speciale, G., Ellis, N. C., & Bywater, T. (2004). Phonological sequence learning and short-term store capacity determine second language vocabulary acquisition. Applied Psycholinguistics, 25, 293-321.
Hoxhallari, L., van Daal, V. H. P., & Ellis, N. C. (2004). Learning to read words in Albanian: A skill easily acquired. Scientific Studies of Reading, 8, 153-166. Offprint
Ellis, N. C. (2003). Incidentals that build fluency: Optimal word processing and its implications for vocabulary acquisition. New Zealand Studies in Applied Linguistics, 9, 1-18.
Ellis, N. C. (2004). The processes of second language acquisition. In B. VanPatten, J. Williams, S. Rott, & M. Overstreet (Eds.), Form-meaning connections in second language acquisition (pp. 49-76). Mahwah, NJ. : Erlbaum.
Ellis, N. C. (2003). Constructions, chunking, and connectionism: The emergence of second language structure. In C. Doughty & M. H. Long (Eds.), Handbook of second language acquisition (pp. 33-68). Oxford: Blackwell.
2001-2002
Ellis, N. C. (2002). Frequency effects in language acquisition: A review with implications for theories of implicit and explicit language acquisition. (Target article) Studies in Second Language Acquisition, 24, 143-188.
Ellis, N. C. (2002). Reflections on frequency effects in language acquisition: A response to commentaries. Studies in Second Language Acquisition, 24, 297-339.
Ellis, N. C., & Hooper, A. M. (2001). Why learning to read is easier in Welsh than in English: Orthographic transparency effects evinced with frequency-matched tests. Applied Psycholinguistics, 22:4, 571-599. Offprint
Ganschow, L. & Ellis, N. C. (Eds.) (2001). Dyslexia and English as a second language (including bilingualism): Issues, research, diagnosis, instruction, and future direction. Conference commemorative booklet, the 52nd Annual Conference of the International Dyslexia Association. Baltimore MD: International Dyslexia Association.
Ganschow, L. & Ellis, N. C. (2001). Introduction. In L. Ganschow & N. C. Ellis (Eds.) Dyslexia and English as a second language (including bilingualism): Issues, research, diagnosis, instruction, and future direction. Conference commemorative booklet, the 52nd Annual Conference of the International Dyslexia Association. Baltimore MD: International Dyslexia Association.
Ellis, N. C. (2001). Memory for language. In P. Robinson (Ed.), Cognition and second language instruction (pp. 33-68). Cambridge: Cambridge University Press.
Ellis, N. C., Roberts, D., & O'Dochartaigh, C. (2000). IT for the Welsh language: the CySill project. In P. W. Thomas & J. Mathias (Eds.) Developing minority languages: Proceedings of the fifth international conference on minority languages (pp. 698-721). Department of Welsh, Cardiff University: Gomer Press.
1999-2000
Pennington, M. C., & Ellis, N. C. (2000). Cantonese speakers’ memory for English sentences with prosodic cues. Modern Language Journal, 84, 372-389.
Williams, J. M. G., Healy, H., & Ellis, N. C. (1999). The effect of imageability and predicability of cues in autobiographical memory. Quarterly Journal of Experimental Psychology, 52A, 555-579.
Ellis, N. C. (1999). Cognitive approaches to SLA. Annual Review of Applied Linguistics, 19, 22-42.
Ellis, N. C. (1999). The windmills of your mind: Commentary inspired by Cervantes on Matthew Rispoli’s review of Rethinking Innateness. Journal of Child Language, 26, 232-236.
Ellis, N. C. (1999). The ways of words. In D. Albrechtsen, B. Henriksen, & I. Mees (Eds.), Festschrift for Kirsten Haastrup (pp. 15-28). Odense: Odense University Press.
1997-1998
Ellis, N. C. (1998). Emergentism, connectionism and language learning. Language Learning, 48, 631-664.
Ellis, N. C., & Schmidt, R. (1998). Rules or associations in the acquisition of morphology? The frequency by regularity interaction in human and PDP learning of morphosyntax. Language and Cognitive Processes, 13, 307-336.
Appleton, P. L., Ellis, N. C., Minchom, P. E., Boll, V., Jones, P., & Lawson, V. (1997). Depressive symptoms and self-concept in young children with spina bifida. Journal of Paediatric Psychology, 22, 707-722.
Ellis, N. C., & Schmidt, R. (1997). Morphology and longer-distance dependencies: Laboratory research illuminating the A in SLA. Studies in Second Language Acquisition, 19, 145-171.
Ellis, N. C., & Schmidt, R. (1998). Rules or associations in the acquisition of morphology? The frequency by regularity interaction in human and PDP learning of morphosyntax. In K. Plunkett (Ed.), Language acquisition and connectionism. (reprinting of Language and Cognitive Processes, 13). Hove, Sussex: Psychology Press.
Ellis, N. C. (1997). Vocabulary acquisition: Word structure, collocation, grammar, and meaning. In M. McCarthy & N. Schmidt (Eds.) (1997), Vocabulary: description, acquisition and pedagogy (pp. 122-139). Cambridge: Cambridge University Press. VocabChapMcCarthySchmidtFinalPrePrint.pdf
Ellis, N. C. (1997). Interactions in the development of reading and spelling: Stages, strategies, and exchange of knowledge. In C. Perfetti , L. Rieben, & M. Fayol (Eds.), Learning to spell: Research, theory, and practice across languages (pp. 271-294). Hillsdale, N. J. : Lawrence Erlbaum.
Ellis, N. C. (1997). The epigenesis of language: Acquisition as a sequence learning problem. In A. Wray & A. Ryan (Eds.) Evolving models of language (pp. 41-57). British Studies in Applied Linguistics, 12. Clevedon: Multilingual Matters Ltd. .
Ellis, N. C. (1997). Acquisition interactive de la lecture et de l’orthographe: étapes, stratégies, et échanges de connaissances. In L. Rieben, M. Fayol, & C. Perfetti (Eds.), Des orthographes et leur acquisition (pp. 267-292). Lausanne: Delachaux & Niestlé.
Ellis, N. C., & Laporte, N. (1997). Contexts of acquisition: Effects of formal instruction and naturalistic exposure on second language acquisition. In A. M. B. de Groot and J. F. Kroll (Eds.), Tutorials in bilingualism: Psycholinguistic perspectives (pp. 53-83). Hillsdale, N. J. : Lawrence Erlbaum.
Ellis, N. C. (1998). Review of Elman, J. L., Bates, E. A., Johnson, M. H., Karmiloff-Smith, A., Parisi, D., & Plunkett, K. (1996). Rethinking innateness: a connectionist perspective on development. Cambridge, MA: MIT Press. Studies in Second Language Acquisition, 20 (3), 451.
Ellis, N. C. (1997). Review of Levy, J. P, Bairaktaris, D., Bullinaria, J. A., & Cairns, P. (Eds.) (1995). Connectionist models of memory & language. UCL Press, London. Clinical Linguistics & Phonetics, 11, 498-500.
1995-1996
Ellis, N. C., & Sinclair, S. (1996). Working memory in the acquisition of vocabulary and syntax: putting language in good order. Quarterly Journal of Experimental Psychology, 49A, 234-250.
Ellis, N. C. (1996). Analyzing language sequence in the sequence of language acquisition: Some comments on Major and Ioup. SSLA-Rebuttal-REVISED.pdf: Studies in Second Language Acquisition. 18, 361-368.
Williams, J. M. G., Ellis, N. C., Tyers, C., Healy, H., Rose, G., & Macleod, A. K. (1996). The specificity of autobiographical memory and imageability of the future. Memory and Cognition, 24, 116-125.
Ellis, N. C. (1996). Sequencing in SLA: Phonological Memory, Chunking and Points of Order. Studies in Second Language Acquisition, 18, 91-126.
Ellis, N. C. (1995). Consciousness in second language acquisition: A review of field studies and laboratory experiments. Language Awareness, 4, 123-146.
Minchom, P. E., Ellis, N. C., Appleton, P. L., Lawson, V., Boll, V., Jones, P., & Elliott, C. E. (1995). The impact of functional severity on self-concept of young people with spina bifida. Archives of Disease in Childhood: The Journal of the British Paediatric Association, 73, 48-52.
Ellis, N. C. (1995). The psychology of foreign language acquisition: Implications for CALL. International Journal of Computer Assisted Language Learning (CALL), 8, 103-128.
Beaton, A., Gruneberg, M., & Ellis, N. C. (1995). Retention of foreign vocabulary learned using the Keyword method: A ten year follow-up. Second Language Research, 11, 112-120.
Ellis, N. C. (1995). The cognitive psychology of foreign language vocabulary learning. The Language Teacher, 19, 12-16.
Sinclair, S., & Ellis, N. C. (1996). The silent period and working memory. In K. Sajavaara & C. Fairweather (Eds.) Approaches to second language acquisition. University of Jyväskylä: Jyväskylä Cross-Language Studies.
Eayrs, C. B., Ellis, N. C., Jones, R. S. P., & Miller, B. (1995). Representations of learning disability in the literature of charity campaigns. In I. Markova & R. Farr (Eds.) Representations of health, illness and handicap (pp. 67-89). Chur, Switzerland: Harwoord Academic Publishers.
Ellis, N. C., & Beaton, A. (1995). Psycholinguistic determinants of foreign language vocabulary learning. In B. Harley (Ed.), Lexical issues in second language learning (pp. 107-165). Amsterdam: John Benjamins Publishers.
1993-1994
Ellis, N. C. (Ed.) (1994). Implicit and explicit learning of languages. (599 pp.) London: Academic Press. ISBN: 0-12-237475-4.
Brown, G . D. A., & Ellis, N. C. (Eds.) (1994). Handbook of spelling: Theory, process and intervention. (542 pp.) Chichester: John Wiley & Sons Ltd. ISBN: 0-471-94342-8.
Ellis, N. C. (1994). Consciousness in second language learning: Psychological perspectives on the role of conscious processes in vocabulary acquisition. AILA Review, 11, 37-56.
Appleton, P. L., Minchom, P. E., Ellis, N. C., Elliott, C. E., Boll, V., & Jones, P. (1994). The self-concept of young children with spina bifida: A population-based study. Developmental Medicine and Child Neurology, 36, 198-215.
Appleton, P. L., Ellis, N. C., Minchom, P. E., Boll, V., & Jones, P. (1993). Depressive mood and its correlates in young people with spina bifida. European Journal of Pediatric Surgery, Supplement I, 3, 39-40.
Ellis, N. C., & Beaton, A. (1993). Psycholinguistic determinants of foreign language vocabulary learning. Language Learning, 43, 559-617.
Miller, B. Y., Jones, R. S. P., & Ellis, N. C. (1993). Group differences in response to charity images of children with Down's syndrome. Down's Syndrome: Research and Practice, 1, 118-122.
Minchom, P. E., Appleton, P. L., Jones, P., Boll, V., Ellis, N. C., & Lawson, V. L. (1993). The Wrexham spina bifida project. Welsh Paediatric Journal, 5, 20.
Ellis, N. C., & Beaton, A. (1993). Factors affecting the learning of foreign language vocabulary: Imagery keyword mediators and phonological short-term memory. Quarterly Journal of Experimental Psychology, 46A, 533-558.
Ellis, N. C. (1993). Rules and instances in foreign language learning: Interactions of explicit and implicit knowledge. European Journal of Cognitive Psychology, 5, 289-318. Offprint
Eayrs, C. B., Ellis, N. C., & Jones, R. S. P. (1993). Which label? An investigation into the effects of terminology on public perceptions of and attitudes towards people with learning difficulties. Disability, Handicap and Society, 8, 111-127.
Ellis, N. C. (1994). Implicit and explicit processes in language acquisition: An introduction. In N. Ellis (Ed.) Implicit and explicit learning of languages (pp. 1-32). London: Academic Press.
Ellis, N. C. (1994). Vocabulary acquisition: The implicit ins and outs of explicit cognitive mediation In N. Ellis (Ed.) Implicit and explicit learning of languages (pp. 211-282). London: Academic Press.
Ellis, N. C. (1994). Writing systems in evolution and by design. In U. Frith, G. Ludi, M. Egli and C-A. Zuber (Eds.), Proceedings of the workshop on contexts of literacy, Volume III. Strasbourg: European Science Foundation.
Brown, G. D. A., & Ellis, N. C. (1994) Issues in spelling research: An overview. In G. D. A. Brown & N. C. Ellis,(Eds.). Handbook of spelling: Theory, process and intervention (pp. 3-26). Chichester: John Wiley & Sons Ltd.
Ellis, N. C. (1994). Longitudinal studies of spelling acquisition. In G. D. A. Brown & N. C. Ellis,(Eds.). Handbook of spelling: Theory, process and intervention (pp. 155-178). Chichester: John Wiley & Sons Ltd.
Ellis, N. C. (1994). The cognitive psychology of developmental dyslexia. In G. Hales (Ed.) Dyslexia matters: A celebratory contributed volume to honour T. R. Miles (pp. 70-82). London: Whurr Publishers Ltd.
Ellis, N. C. (1993). Interactions of explicit and implicit knowledge in foreign language learning. In J. Chapelle & M-Th. Claus (Eds.) Memory and memorization in acquiring and learning languages (pp. 97-142). C. L. L. Centre de Langues a Louvain-la-Neuve et Woluwe.
Ellis, N. C. (1993). Two small longitudinal studies of reading and spelling development. In H. Grimm & H. Skowronek (Eds.) Language acquisition problems and reading disorders: aspects of diagnosis and intervention (pp. 257-282). New York: de Gruyter.
1991-1992
Reid, P., Ellis, N. C., Owens, G., & Jones, H. (1992). Diabetic management skills in a paediatric population: Accuracy, responsibility and satisfaction. The Irish Journal of Psychology, 13, 295-306.
Lyon, J., & Ellis, N. C. (1991). Parental attitudes to the Welsh language. Journal of Multilingual and Multicultural Development, 12, 239-252.
Ellis, N. C., & Cataldo, S. (1992). Spelling is integral to learning to read. In C. Sterling & C. Robson (Eds.) Psychology, spelling and education (pp. 122-142). Avon: Multilingual Matters.
Ellis, N. C., O'Dochartaigh, C., Roberts, D., & Rea, E. (1992). Technoleg gwybodaeth ac ieithoedd llai eu defnydd: Rhai ymatebion diweddar yng Nghymru. Yn Ll. Davies (Golygydd) Yr ieithoedd llai - Cymathu newydd-ddyfodiaid (pp. 101-124). Caaerfyrddin: Cydweithgor Dwyieithrwydd yn Nyfed.
Ellis, N. C., O'Dochartaigh, C., Roberts, D., & Rea, E. (1992). Information technology and the lesser used languages: Some recent Welsh responses. In Ll. Davies (Ed.) The lesser used languages- Assimilating newcomers (pp. 101-124). Carmarthen: Joint Working Party on Bilingualism in Dyfed.
Ellis, N. C. (1992). Linguistic relativity revisited: The bilingual word-length effect in working memory during counting, remembering numbers, and mental calculation. In R. Harris (Ed.) Cognitive processing in bilinguals (pp. 137-156). North Holland: Elsevier.
Ellis, N. C. (1991). In verbal memory the eyes see vividly, but ears only faintly hear, fingers barely feel and the nose doesn't know: Meaning and the links between the verbal system and modalities of perception and imagery. In R. H. Logie & M. Denis (Eds.) Imagery and cognition (pp. 313-329). Plenum Press.
Ellis, N. C. (1991). Spelling and sound in learning to read. In M. J. Snowling & M. Thomson (Eds.) Dyslexia: Integrating theory and practice (pp. 80-94). London: Whurr Publishers Ltd.
Way back when
Eayrs, C., & Ellis, N. C. (1990). Charity advertising for people with a mental handicap: A double-edged sword? British Journal of Social Psychology, 29, 349-360.
Ellis, N. C., & Cataldo, S. (1990). The role of spelling in learning to read. Language and Education, 4, 1-28.
Grant, G., Nolan, M. R., & Ellis, N. C. (1990). A reassessment of the Malaise Inventory. Social Psychiatry and Psychiatric Epidemiology, 25, 170-178.
Nolan, M. R., Grant, G., & Ellis, N. C. (1990). Stress is in the eye of the beholder: reconceptualising the measure of carer burden. Journal of Advanced Nursing, 15, 544-555.
Lees, S., & Ellis, N. C. (1990). The design of a stress-management programme for student and staff nurses. Journal of Advanced Nursing, 15, 1-17.
Jones, R. S. P., Wint, D., & Ellis, N. C. (1990). The social effects of stereotyped behaviour. Journal of Mental Deficiency Research, 34, 261-268.
Ellis, N. C., Stubbs, S., & Hargreaves, I. (1990). Community health staffs' prejudice and knowledge about AIDS Medical Teacher, 12, 77-82.
Ellis, N. C. (1990). Reading, phonological processing and STM: Interactive tributaries of development Journal of Research in Reading, 13, 107-122. JournalResearchReading1990.pdf
Cataldo, S., & Ellis, N. C. (1990). Learning to spell, learning to read. In P. D. Pumphrey & C. D. Elliott (Eds.) Children's difficulties in reading, spelling and writing (pp. 101-126). Basingstoke: Falmer Press.
Ellis, N. C., Cataldo, S., & Large, B. (1990). 'Interactions in the development of spelling, reading and phonological skills' and 'A longitudinal study of reading development'. In The European inventory of longitudinal research (pp. 202-203). European Science Foundation.
Ellis, N. C. (1990). Meaning and the links between the verbal system and modalities of perception and imagery or In verbal memory the eyes see vividly, but ears only faintly hear, fingers barely feel and the nose doesn't know. In R. H. Logie (Ed.) Images in cognition: Proceedings of the third european workshop on imagery and cognition (pp. 41-44). University of Aberdeen: Department of Psychology.
Browne, R., Ellis, N. C., & Hird, J. (1989). The pre-menstrual syndrome: A study in people with a mental handicap Psychiatric Bulletin, 13, 363-365.
Ellis, N. C. (1989). Reading development, dyslexia and phonological skills. The Irish Journal of Psychology, 10, 551-567.
Cataldo, S., & Ellis, N. C. (1988). Spelling, reading and phonological skills in interactive development. Journal of Research in Reading, 11, 86-109.
Ellis, N. C., & Large, B. (1988). The early stages of reading: A longitudinal study. Applied Cognitive Psychology, 2, 47-76. Ellis&Large1988.pdf
Baddeley, A. D., Logie, R. H., & Ellis, N. C. (1988). Characteristics of developmental dyslexia. Cognition, 29, 197-228.
Ellis, N. C. (1988). The development of literacy and short-term memory. In M. M. Gruneberg, P. E. Morris & R. N. Sykes (Eds.) Practical aspects of memory: Current research and issues Volume 2: Clinical and educational implications (pp. 361-366). Chichester: Wiley.
Ellis, N. C. (1988). Review of Beech, J. R. & Colley, A. M. (Eds.) (1987). Cognitive approaches to reading. Chichester: Wiley. British Journal of Psychology, 79, 402-404.
Ellis, N. C., & Large, B. (1987). The development of reading: as you seek so shall you find. British Journal of Psychology, 78, 1-28.
Higson, P. J., Woods, P. A., Tannahill, M. M., & Ellis, N. C. (1985). The role of meals as a reinforcing event in a token economy programme. British Journal of Psychiatry, 147, 170-174.
Baddeley, A. D., Ellis, N. C., Miles, T. R., & Lewis, V. (1982). Developmental and acquired dyslexia: A comparison. Cognition, 11, 185-199.
Ellis, N. C. (1981). Visual and name coding in dyslexic children. Psychological Research, 43, 201-218.
Ellis, N. C. (1981). Information processing views of developmental dyslexia I-IV. This series of four review papers was published in Dyslexia Review, 4 (1), 10-21 and 4 (2), 5-17.
Miles, T. R., & Ellis, N. C. (1981). A lexical encoding deficiency II: Clinical observations. In G. Th. Pavlidis and T. R. Miles (Eds.) Dyslexia research and its applications to education (pp. 217-244). Chichester: Wiley.
Ellis, N. C., & Miles, T. R. (1981). A lexical encoding deficiency I: Experimental evidence. In G. Th. Pavlidis and T. R. Miles (Eds.) Dyslexia research and its applications to education (pp. 177-216). Chichester: Wiley.
Ellis, N. C., & Hennelly, R. A. (1980). A bilingual word length effect: implications for intelligence testing and speed of mental calculation. British Journal of Psychology, 71, 43-51.
Ellis, N. C., & Miles, T. R. (l978). Visual information processing speed as a determinant of reading speed. Journal of Research in Reading, 1, 108.
Ellis, N. C., & Miles, T. R. (l978). Visual information processing in dyslexic children. In M. M. Gruneberg, P. E. Morris, & R. N. Sykes (Eds.) Practical aspects of memory (pp. 561-569). London: Academic Press.
Ellis, N. C., & Miles, T. R. (1977). Dyslexia as a limitation in the ability to process information. Bulletin of the Orton Society, XXVII, 72.
Publications
