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  1. Acquiring Complex Communicative Systems: Statistical Learning of Language and Emotion.Ashley L. Ruba, Seth D. Pollak & Jenny R. Saffran - 2022 - Topics in Cognitive Science 14 (3):432-450.
    Topics in Cognitive Science, Volume 14, Issue 3, Page 432-450, July 2022.
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  • Modality Transfer of Acquired Structural Regularities: A Preference for an Acoustic Route.Christian Forkstam, Andreas Jansson, M. Ingvar & Karl Magnus Petersson - 2009 - In N. A. Taatgen & H. van Rijn (eds.), Proceedings of the 31st Annual Conference of the Cognitive Science Society.
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  • An Alternative View of the Mental Lexicon.Jeffrey Elman L. - 2004 - Trends in Cognitive Sciences 8 (7):301-306.
    An essential aspect of knowing language is knowing the words of that language. This knowledge is usually thought to reside in the mental lexicon, a kind of dictionary that contains information regarding a word’s meaning, pronunciation, syntactic characteristics, and so on. In this article, a very different view is presented. In this view, words are understood as stimuli that operate directly on mental states. The phonological, syntactic and semantic properties of a word are revealed by the effects it has on (...)
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  • Breaking Into Language in a New Modality: The Role of Input and Individual Differences in Recognising Signs.Julia Elisabeth Hofweber, Lizzy Aumonier, Vikki Janke, Marianne Gullberg & Chloe Marshall - 2022 - Frontiers in Psychology 13.
    A key challenge when learning language in naturalistic circumstances is to extract linguistic information from a continuous stream of speech. This study investigates the predictors of such implicit learning among adults exposed to a new language in a new modality. Sign-naïve participants were shown a 4-min weather forecast in Swedish Sign Language. Subsequently, we tested their ability to recognise 22 target sign forms that had been viewed in the forecast, amongst 44 distractor signs that had not been viewed. The target (...)
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  • Simple Recurrent Networks Can Distinguish Non-Occurring From Ungrammatical Sentences Given Appropriate Task Structure: Reply to Marcus.Douglas L. T. Rohde & David C. Plaut - 1999 - Cognition 73 (3):297-300.
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  • Exploring Variation Between Artificial Grammar Learning Experiments: Outlining a Meta‐Analysis Approach.Antony S. Trotter, Padraic Monaghan, Gabriël J. L. Beckers & Morten H. Christiansen - 2020 - Topics in Cognitive Science 12 (3):875-893.
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  • Structured Sequence Learning: Animal Abilities, Cognitive Operations, and Language Evolution.Christopher I. Petkov & Carel ten Cate - 2020 - Topics in Cognitive Science 12 (3):828-842.
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  • Development of Different Forms of Skill Learning Throughout the Lifespan.Ágnes Lukács & Ferenc Kemény - 2015 - Cognitive Science 39 (2):383-404.
    The acquisition of complex motor, cognitive, and social skills, like playing a musical instrument or mastering sports or a language, is generally associated with implicit skill learning . Although it is a general view that SL is most effective in childhood, and such skills are best acquired if learning starts early, this idea has rarely been tested by systematic empirical studies on the developmental pathways of SL from childhood to old age. In this paper, we challenge the view that childhood (...)
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  • Aligning Developmental and Processing Accounts of Implicit and Statistical Learning.Michelle S. Peter & Caroline F. Rowland - 2019 - Topics in Cognitive Science 11 (3):555-572.
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  • Lexically Restricted Utterances in Russian, German, and English Child‐Directed Speech.Sabine Stoll, Kirsten Abbot-Smith & Elena Lieven - 2009 - Cognitive Science 33 (1):75-103.
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  • The Distributional Structure of Grammatical Categories in Speech to Young Children.Toben H. Mintz, Elissa L. Newport & Thomas G. Bever - 2002 - Cognitive Science 26 (4):393-424.
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  • Tracking Multiple Statistics: Simultaneous Learning of Object Names and Categories in English and Mandarin Speakers.Chi-Hsin Chen, Lisa Gershkoff-Stowe, Chih-Yi Wu, Hintat Cheung & Chen Yu - 2017 - Cognitive Science 41 (6):1485-1509.
    Two experiments were conducted to examine adult learners' ability to extract multiple statistics in simultaneously presented visual and auditory input. Experiment 1 used a cross-situational learning paradigm to test whether English speakers were able to use co-occurrences to learn word-to-object mappings and concurrently form object categories based on the commonalities across training stimuli. Experiment 2 replicated the first experiment and further examined whether speakers of Mandarin, a language in which final syllables of object names are more predictive of category membership (...)
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  • Learning Harmony: The Role of Serial Statistics.Erin McMullen Jonaitis & Jenny R. Saffran - 2009 - Cognitive Science 33 (5):951-968.
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  • Changing Structures in Midstream: Learning Along the Statistical Garden Path.Andrea L. Gebhart, Richard N. Aslin & Elissa L. Newport - 2009 - Cognitive Science 33 (6):1087-1116.
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  • Modeling the Development of Children's Use of Optional Infinitives in Dutch and English Using MOSAIC.Daniel Freudenthal, Julian M. Pine & Fernand Gobet - 2006 - Cognitive Science 30 (2):277-310.
    In this study we use a computational model of language learning called model of syntax acquisition in children (MOSAIC) to investigate the extent to which the optional infinitive (OI) phenomenon in Dutch and English can be explained in terms of a resource-limited distributional analysis of Dutch and English child-directed speech. The results show that the same version of MOSAIC is able to simulate changes in the pattern of finiteness marking in 2 children learning Dutch and 2 children learning English as (...)
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  • Artificial Syntactic Violations Activate Broca?S Region.Karl Magnus Petersson, Christian Forkstam & Martin Ingvar - 2004 - Cognitive Science 28 (3):383-407.
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  • Can Recurrent Neural Networks Validate Usage-Based Theories of Grammar Acquisition?Ludovica Pannitto & Aurelie Herbelot - 2022 - Frontiers in Psychology 13.
    It has been shown that Recurrent Artificial Neural Networks automatically acquire some grammatical knowledge in the course of performing linguistic prediction tasks. The extent to which such networks can actually learn grammar is still an object of investigation. However, being mostly data-driven, they provide a natural testbed for usage-based theories of language acquisition. This mini-review gives an overview of the state of the field, focusing on the influence of the theoretical framework in the interpretation of results.
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  • A Single Paradigm for Implicit and Statistical Learning.Padraic Monaghan, Christine Schoetensack & Patrick Rebuschat - 2019 - Topics in Cognitive Science 11 (3):536-554.
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  • Behavioral and Imaging Studies of Infant Artificial Grammar Learning.Judit Gervain, Irene la Cruz‐Pavía & LouAnn Gerken - 2020 - Topics in Cognitive Science 12 (3):815-827.
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  • Statistical Learning Is Not Age‐Invariant During Childhood: Performance Improves With Age Across Modality.Amir Shufaniya & Inbal Arnon - 2018 - Cognitive Science 42 (8):3100-3115.
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  • Empirical Assumptions Behind the Violation of Expectation Experiments in Human and Non-Human Animals.Andrea Soledad Olmos & Santiago Ginnobili - 2021 - History and Philosophy of the Life Sciences 43 (3):1-24.
    One of the most widely used procedures applied to non-human animals or pre-linguistic humans is the “violation of expectation paradigm”. Curiously there is almost no discussion in the philosophical literature about it. Our objective will be to provide a first approach to the meta-theoretical nature of the assumptions behind the procedure that appeals to the violation of expectation and to extract some consequences. We show that behind them exists an empirical principle that affirms that the violation of the expectation of (...)
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  • Perceptual Learning Modules in Mathematics: Enhancing Students' Pattern Recognition, Structure Extraction, and Fluency.Philip J. Kellman, Christine M. Massey & Ji Y. Son - 2010 - Topics in Cognitive Science 2 (2):285-305.
  • A Role for the Developing Lexicon in Phonetic Category Acquisition.Naomi H. Feldman, Thomas L. Griffiths, Sharon Goldwater & James L. Morgan - 2013 - Psychological Review 120 (4):751-778.
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  • Modeling Cross-Situational Word–Referent Learning: Prior Questions.Chen Yu & Linda B. Smith - 2012 - Psychological Review 119 (1):21-39.
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  • Form is Easy, Meaning is Hard: Resolving a Paradox in Early Child Language.Letitia R. Naigles - 2002 - Cognition 86 (2):157-199.
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  • An Integrated Theory of Language Production and Comprehension.Martin J. Pickering & Simon Garrod - 2013 - Behavioral and Brain Sciences 36 (4):329-347.
    Currently, production and comprehension are regarded as quite distinct in accounts of language processing. In rejecting this dichotomy, we instead assert that producing and understanding are interwoven, and that this interweaving is what enables people to predict themselves and each other. We start by noting that production and comprehension are forms of action and action perception. We then consider the evidence for interweaving in action, action perception, and joint action, and explain such evidence in terms of prediction. Specifically, we assume (...)
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  • Forward Models and Their Implications for Production, Comprehension, and Dialogue.Martin J. Pickering & Simon Garrod - 2013 - Behavioral and Brain Sciences 36 (4):377-392.
    Our target article proposed that language production and comprehension are interwoven, with speakers making predictions of their own utterances and comprehenders making predictions of other people's utterances at different linguistic levels. Here, we respond to comments about such issues as cognitive architecture and its neural basis, learning and development, monitoring, the nature of forward models, communicative intentions, and dialogue.
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  • Sharing Our Normative Worlds: A Theory of Normative Thinking.Ivan Gonzalez-Cabrera - 2017 - Dissertation, Australian National University
    This thesis focuses on the evolution of human social norm psychology. More precisely, I want to show how the emergence of our distinctive capacity to follow social norms and make social normative judgments is connected to the lineage explanation of our capacity to form shared intentions, and how such capacity is related to a diverse cluster of prototypical moral judgments. I argue that in explaining the evolution of this form of normative cognition we also require an understanding of the developmental (...)
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  • Juvenile Zebra Finches Learn the Underlying Structural Regularities of Their Fathers’ Song.Otília Menyhart, Oren Kolodny, Michael H. Goldstein, Timothy J. DeVoogd & Shimon Edelman - 2015 - Frontiers in Psychology 6.
  • Implicit Learning, Bilingualism, and Dyslexia: Insights From a Study Assessing AGL With a Modified Simon Task.Maria Vender, Diego Gabriel Krivochen, Beth Phillips, Douglas Saddy & Denis Delfitto - 2019 - Frontiers in Psychology 10.
    This paper presents an experimental study investigating artificial grammar learning (AGL) in monolingual and bilingual children, with and without dyslexia, using an original methodology. We administered a serial reaction time (SRT) task, in the form of a modified Simon task, in which the sequence of the stimuli was manipulated according to the rules of a simple Lindenmayer grammar (more specifically, a Fibonacci grammar). By ensuring that the subjects focused on the correct response execution at the motor stage in presence of (...)
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  • Nonintentional Similarity Processing.Arthur B. Markman & Dedre Gentner - 2005 - In Ran R. Hassin, James S. Uleman & John A. Bargh (eds.), The New Unconscious. Oxford Series in Social Cognition and Social Neuroscience. Oxford University Press. pp. 107--137.
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  • What Developmental Biology Can Tell Us About Innateness.Gary F. Marcus - 2005 - In Peter Carruthers, Stephen Laurence & Stephen Stich (eds.), The Innate Mind: Structure and Contents. New York: Oxford University Press New York. pp. 23.
    This chapter examines an apparent tension created by recent research on neurological development and genetics on the one hand and cognitive development on the other. It considers what it might mean for intrinsic signals to guide the initial establishment of functional architecture. It argues that an understanding of the mechanisms by which the body develops can inform our understanding of the mechanisms by which the brain develops. It cites the view of developmental neurobiologists Fukuchi-Shimogori and Grove, that the patterning of (...)
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  • Is Structure Dependence an Innate Constraint? New Experimental Evidence From Children's Complex-Question Production.Ben Ambridge, Caroline F. Rowland & Julian M. Pine - 2008 - Cognitive Science 32 (1):222-255.
  • The Role of Salience in the Extraction of Algebraic Rules.Ansgar D. Endress, Brian J. Scholl & Jacques Mehler - 2005 - Journal of Experimental Psychology: General 134 (3):406-419.
  • The Role of Abstract Syntactic Knowledge in Language Acquisition: A Reply to Tomasello.Cynthia Fisher - 2002 - Cognition 82 (3):259-278.
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  • A Dynamic Network Approach to the Study of Syntax.Holger Diessel - 2020 - Frontiers in Psychology 11.
    Usage-based linguists and psychologists have produced a large body of empirical results suggesting that linguistic structure is derived from language use. However, while researchers agree that these results characterize grammar as an emergent phenomenon, there is no consensus among usage-based scholars as to how the various results can be explained and integrated into an explicit theory or model. Building on network theory, the current paper outlines a structured network approach to the study of grammar in which the core concepts of (...)
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  • Beyond the Experience: Detection of Metamemorial Regularities.Marie Geurten, Sylvie Willems & Thierry Meulemans - 2015 - Consciousness and Cognition 33:16-23.
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  • No Evidence That Abstract Structure Learning Disrupts Novel-Event Learning in 8- to 11-Month-Olds.Rachel Wu, Ting Qian & Richard N. Aslin - 2019 - Frontiers in Psychology 10.
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  • Structural Principles or Frequency of Use? An ERP Experiment on the Learnability of Consonant Clusters.Richard Wiese, Paula Orzechowska, Phillip M. Alday & Christiane Ulbrich - 2017 - Frontiers in Psychology 7.
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  • Implicit Statistical Learning Across Modalities and Its Relationship With Reading in Childhood.Elpis V. Pavlidou & Louisa Bogaerts - 2019 - Frontiers in Psychology 10.
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  • Pitch Perception in the First Year of Life, a Comparison of Lexical Tones and Musical Pitch.Ao Chen, Catherine J. Stevens & René Kager - 2017 - Frontiers in Psychology 8.
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  • Multi-Pattern Visual Statistical Learning in Monolinguals and Bilinguals.Federica Bulgarelli, Laura Bosch & Daniel J. Weiss - 2019 - Frontiers in Psychology 10.
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  • Pre-Linguistic Segmentation of Speech Into Syllable-Like Units.Okko Räsänen, Gabriel Doyle & Michael C. Frank - 2018 - Cognition 171:130-150.
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  • Paradox Lost? No, Paradox Found! Reply to Tomasello and Akhtar.Letitia R. Naigles - 2003 - Cognition 88 (3):325-329.
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  • Same Items, Different Order: Effects of Temporal Variability on Infant Categorization.Emily Mather & Kim Plunkett - 2011 - Cognition 119 (3):438-447.
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  • Visual Statistical Learning in Infancy: Evidence for a Domain General Learning Mechanism.Natasha Z. Kirkham, Jonathan A. Slemmer & Scott P. Johnson - 2002 - Cognition 83 (2):B35-B42.
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  • Grammatical Pattern Learning by Human Infants and Cotton-Top Tamarin Monkeys.Fiery Cushman Jenny Saffran, Marc Hauser, Rebecca Seibel, Joshua Kapfhamer, Fritz Tsao - 2008 - Cognition 107 (2):479.
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  • Decisions, Decisions: Infant Language Learning When Multiple Generalizations Are Possible.LouAnn Gerken - 2006 - Cognition 98 (3):B67-B74.
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  • Infants Generalize From Just Four Words.LouAnn Gerken & Sara Knight - 2015 - Cognition 143:187-192.
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  • Bayesian Learning and the Psychology of Rule Induction.Ansgar D. Endress - 2013 - Cognition 127 (2):159-176.