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1
Nature and origins of the lexicon in 6-mo-olds
Bergelson, Elika; Aslin, Richard N.. - : National Academy of Sciences, 2017
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2
The effect of Zipfian frequency variations on category formation in adult artificial language learning
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3
Indexical and linguistic processing by 12-month-olds : discrimination of speaker, accent and vowel differences
Mulak, Karen E. (R18007); Bonn, Cory D.; Chladkova, Katerina. - : U.S., PLoS, 2017
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4
Learning and processing of perceptual confusability and the mapping of form to meaning
Aslin, Richard N.; Tanenhaus, Michael K.; Merickel, Jennifer. - : University of Rochester, 2017
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5
Sampling over Nonuniform Distributions: A Neural Efficiency Account of the Primacy Effect in Statistical Learning
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6
Statistical learning: A powerful mechanism that operates by mere exposure
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7
Is synesthesia more than unusual associations? : examining cue combination and various forms of learning in synesthetes.
Bankieris, Kaitlyn Rose; Aslin, Richard N.. - : University of Rochester, 2016
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8
Indexical and linguistic processing in infancy : discrimination of speaker, accent and vowel differences
Escudero, Paola (R16636); Bonn, Cory D.; Aslin, Richard N.. - : U.K., University of Glasgow, 2015
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9
Learning across space, time, and input modality : towards an integrative, domain-general account of the neural substrates underlying visual and auditory statistical learning
Karuza, Elisabeth A.; Newport, Elissa L.; Aslin, Richard N.. - : University of Rochester., 2015
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10
Infants' goal anticipation during failed and successful reaching actions
Brandone, Amanda C.; Horwitz, Suzanne R.; Aslin, Richard N.. - : Routledge & Kegan Paul, 2014. : Wiley Periodicals, Inc., 2014
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11
Phonetic Category Learning and Its Influence on Speech Production
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12
Rational perspectives on the role of stimulus order in human cognition
Qian, Ting (1986 - ); Aslin, Richard N.. - : University of Rochester, 2014
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13
Rational snacking: Young children’s decision-making on the marshmallow task is moderated by beliefs about environmental reliability
In: Cognition. - Amsterdam [u.a] : Elsevier 126 (2013) 1, 109-114
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14
The neural correlates of statistical learning in a word segmentation task: An fMRI study
In: Brain & language. - Orlando, Fla. [u.a.] : Elsevier 127 (2013) 1, 46-54
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15
Reading and Writing Systems: Conveying and Archiving Language
In: Language learning and development. - Philadelphia, Pa. : Taylor & Francis 9 (2013) 4, 293-295
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16
The neural correlates of statistical learning in a word segmentation task: An fMRI study
In: ISSN: 0093-934X ; Brain and Language, Vol. 127, No 1 (2013) pp. 46-54 (2013)
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17
Infants’ goal anticipation during failed and successful reaching actions
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18
Questioning the questions that have been asked about the infant brain using near-infrared spectroscopy
In: Cognitive neuropsychology. - Abingdon : Routledge, Taylor & Francis Group 29 (2012) 1-2, 7-33
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19
Word learning under adverse listening conditions: Context-specific recognition
In: Language and cognitive processes. - Abingdon : Routledge, Taylor & Francis Group 27 (2012) 7, 1021-1038
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20
From shared contexts to syntactic categories: The role of distributional information in learning linguistic form-classes
Abstract: A fundamental component of language acquisition involves organizing words into grammatical categories. Previous literature has suggested a number of ways in which this categorization task might be accomplished. Here we ask whether the patterning of the words in a corpus of linguistic input (distributional information) is sufficient, along with a small set of learning biases, to extract these underlying structural categories. In a series of experiments, we show that learners can acquire linguistic form-classes, generalizing from instances of the distributional contexts of individual words in the exposure set to the full range of contexts for all the words in the set. Crucially, we explore how several specific distributional variables enable learners to form a category of lexical items and generalize to novel words, yet also allow for exceptions that maintain lexical specificity. We suggest that learners are sensitive to the contexts of individual words, the overlaps among contexts across words, the non-overlap of contexts (or systematic gaps in information), and the size of the exposure set. We also ask how learners determine the category membership of a new word for which there is very sparse contextual information. We find that, when there are strong category cues and robust category learning of other words, adults readily generalize the distributional properties of the learned category to a new word that shares just one context with the other category members. However, as the distributional cues regarding the category become sparser and contain more consistent gaps, learners show more conservatism in generalizing distributional properties to the novel word. Taken together, these results show that learners are highly systematic in their use of the distributional properties of the input corpus, using them in a principled way to determine when to generalize and when to preserve lexical specificity.
Keyword: Article
URL: http://www.ncbi.nlm.nih.gov/pubmed/23089290
https://doi.org/10.1016/j.cogpsych.2012.09.001
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3621024
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