14 found
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  1. The kindergarten-path effect: studying on-line sentence processing in young children.John C. Trueswell, Irina Sekerina, Nicole M. Hill & Marian L. Logrip - 1999 - Cognition 73 (2):89-134.
  2.  59
    Hard Words.Lila R. Gleitman, Anna Papafragou & John C. Trueswell - unknown
    How do children acquire the meaning of words? And why are words such as know harder for learners to acquire than words such as dog or jump? We suggest that the chief limiting factor in acquiring the vocabulary of natural languages consists not in overcoming conceptual difficulties with abstract word meanings but rather in mapping these meanings onto their corresponding lexical forms. This opening premise of our position, while controversial, is shared with some prior approaches. The present discussion moves forward (...)
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  3.  30
    Encoding of event roles from visual scenes is rapid, spontaneous, and interacts with higher-level visual processing.Alon Hafri, John C. Trueswell & Brent Strickland - 2018 - Cognition 175 (C):36-52.
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  4.  43
    Perceiving referential intent: Dynamics of reference in natural parent–child interactions.John C. Trueswell, Yi Lin, Benjamin Armstrong, Erica A. Cartmill, Susan Goldin-Meadow & Lila R. Gleitman - 2016 - Cognition 148 (C):117-135.
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  5.  37
    The Pursuit of Word Meanings.Jon Scott Stevens, Lila R. Gleitman, John C. Trueswell & Charles Yang - 2017 - Cognitive Science 41 (S4):638-676.
    We evaluate here the performance of four models of cross-situational word learning: two global models, which extract and retain multiple referential alternatives from each word occurrence; and two local models, which extract just a single referent from each occurrence. One of these local models, dubbed Pursuit, uses an associative learning mechanism to estimate word-referent probability but pursues and tests the best referent-meaning at any given time. Pursuit is found to perform as well as global models under many conditions extracted from (...)
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  6.  93
    Perceiving and remembering events cross-linguistically: Evidence from dual-task paradigms.John C. Trueswell & Anna Papafragou - unknown
    What role does language play during attention allocation in perceiving and remembering events? We recorded adults‟ eye movements as they studied animated motion events for a later recognition task. We compared native speakers of two languages that use different means of expressing motion (Greek and English). In Experiment 1, eye movements revealed that, when event encoding was made difficult by requiring a concurrent task that did not involve language (tapping), participants spent extra time studying what their language treats as the (...)
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  7.  26
    The effects of bilingualism on conflict monitoring, cognitive control, and garden-path recovery.Susan E. Teubner-Rhodes, Alan Mishler, Ryan Corbett, Llorenç Andreu, Monica Sanz-Torrent, John C. Trueswell & Jared M. Novick - 2016 - Cognition 150 (C):213-231.
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  8.  41
    Easy Words: Reference Resolution in a Malevolent Referent World.Lila R. Gleitman & John C. Trueswell - 2018 - Topics in Cognitive Science 12 (1):22-47.
    Gleitman and Trueswell’s “The easy words” forms a pair with their earlier paper, “Hard words,” completing a circle in which the authors ask how “easy” words (e.g., concrete nouns) are learned. They take up the hypothesis of “cross‐situational learning,” and argue that accumulating observations actually hinders learning if the mechanism requires holding all exemplars in memory over time. They present an alternative hypothesis, “Propose but Verify,” wherein people use one‐trial learning to confirm or disconfirm their current hypothesis—a mechanism distinctly different (...)
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  9.  55
    The relation between event apprehension and utterance formulation in children: Evidence from linguistic omissions.Ann Bunger, John C. Trueswell & Anna Papafragou - 2012 - Cognition 122 (2):135-149.
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  10.  17
    Studying the Real-Time Interpretation of Novel Noun and Verb Meanings in Young Children.Alex de Carvalho, Mireille Babineau, John C. Trueswell, Sandra R. Waxman & Anne Christophe - 2019 - Frontiers in Psychology 10.
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  11.  40
    Referential and Syntactic Processes: What develops?John C. Trueswell, Anna Papafragou & Youngon Choi - 2011 - In Edward Gibson & Neal J. Pearlmutter (eds.), The Processing and Acquisition of Reference. MIT Press. pp. 65.
    People use language to communicate their perceptions and conceptions of the world, and underlying this communication is the linguistic system that interacts with the human perceptual and conceptual machinery. This is supported by research on sentence comprehension among adults. This chapter examines theories of sentence processing in children and adults. It comments on a study John Trueswell et al. in which they demonstrated that five-year-old children appeared to be unable to use contextual cues to resolve ambiguity in sentences such as (...)
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  12.  33
    Putting lexical constraints in context into the visual-world paradigm.Jared M. Novick, Sharon L. Thompson-Schill & John C. Trueswell - 2008 - Cognition 107 (3):850-903.
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  13. The Other Side of Cognitive Control: Can a Lack of Cognitive Control Benefit Language and Cognition?Evangelia G. Chrysikou, Jared M. Novick, John C. Trueswell & Sharon L. Thompson-Schill - 2011 - Topics in Cognitive Science 3 (2):253-256.
    Cognitive control refers to the regulation of mental activity to support flexible cognition across different domains. Cragg and Nation (2010) propose that the development of cognitive control in children parallels the development of language abilities, particularly inner speech. We suggest that children’s late development of cognitive control also mirrors their limited ability to revise misinterpretations of sentence meaning. Moreover, we argue that for certain tasks, a tradeoff between bottom-up (data-driven) and top-down (rule-based) thinking may actually benefit performance in both children (...)
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  14.  20
    In Honor of Michael K. Tanenhaus for Receiving the 2018 Rumelhart Prize.John C. Trueswell - 2021 - Topics in Cognitive Science 13 (2):304-308.
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