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Reviewed by:
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In: http://journal.frontiersin.org/Journal/10.3389/fpsyg.2014.00407/pdf/ (2014)
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Freirean Participatory Approach: Developing Interactive Listening Skills in the English as a Second Language (ESL) Classroom
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In: http://www.mcser.org/journal/index.php/mjss/article/download/3006/2966/ (2014)
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| 3 |
OPEN ACCESS
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In: http://consortiacademia.org/index.php/ijrse/article/viewFile/978/436/ (2014)
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Predilection and Attitudes
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In: http://www.academicresearchjournals.org/IJELC/PDF/2015/January/Muthaiyan+and+Kanchana.pdf (2014)
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| 5 |
Assessment rubrics and assignment models – Student interpretations; curriculum implications
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In: http://www.itl.usyd.edu.au/getinvolved/sydneyteachingcolloquium/2014/pdf/abstracts/Assessment+rubrics+and+assignment+models.pdf (2014)
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| 6 |
OPEN ACCESS
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In: http://consortiacademia.org/index.php/ijrsll/article/viewFile/929/426/ (2014)
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Innovative Method of Teaching English Language in Primary Schools Using Adaptive Interactive Animated Cartoons
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In: http://mcser.org/journal/index.php/jesr/article/download/4065/3977/ (2014)
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A Case Study of Non-English Major College Students ’ Motivation in English Language Learning
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In: http://www.scirp.org/journal/PaperDownload.aspx?paperID=46272 (2014)
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| 9 |
Research Article 1 Pre-service Teachers ’ Perspectives on One-to-one Computing: A Mixed Method Study
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In: http://eudl.eu/pdf/10.4108/el.1.4.e2 (2014)
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| 10 |
Exploring the Relationship of Motivation, Anxiety, and Virtual Worlds in the! Experiences of Two Spanish Language Learners: A Case Study!!!
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In: http://scholarcommons.usf.edu/cgi/viewcontent.cgi?article%3D6347%26context%3Detd (2014)
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| 11 |
Reviewed by:
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In: http://www.kachergis.com/docs/kachergis_yu_shiffrin_2014frontiers_implicit.pdf (2014)
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| 12 |
Development and Application of the Democratic Chemistry Classroom Environment Inventory (DCEI) in Iranian Universities
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In: http://www.eurasianjournals.com/index.php/ejpce/article/download/906/621/ (2013)
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| 13 |
Listeners retune phoneme categories across languages
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In: http://www.holgermitterer.eu/pdfs/ReinischWeberMitterer_JEPHPP2012.pdf (2013)
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| 14 |
Changes in Oscillatory Brain Networks after Lexical Tone Training
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In: http://www.mdpi.com/2076-3425/3/2/757/pdf/ (2013)
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| 15 |
Author manuscript, published in "8th International Conference on Language Resources and Evaluation (LREC'12), Turkey (2012)" Evaluating the Impact of External Lexical Resources into a CRF-based
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In: http://hal-enpc.archives-ouvertes.fr/docs/00/79/06/24/PDF/constant-tellier-lrec2012.pdf (2013)
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| 16 |
NLP lexicons: innovative constructions and usages for machines and humans
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In: http://hal.inria.fr/docs/00/83/29/83/PDF/eLex2011-11.pdf (2013)
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| 17 |
Learning phonemes with a proto-lexicon
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In: http://www.lscp.net/persons/dupoux/papers/Martin_PD_2012_learning_phonemes_with_pseudolexicon.pdf (2013)
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| 18 |
Learning phonemes with a protolexicon
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In: http://www.lscp.net/persons/peperkamp/Martin_Peperkamp_Dupoux_(2013)_Learning_phonemes_with_a_proto-lexicon.pdf (2013)
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| 19 |
and self assessment in massive online classes
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In: http://www.cogsci.ucsd.edu/%7Emboyle/COGS1/readings/Klemmer-COGS1-Peer+and+self+assesment+in+massive+online+classes.pdf (2013)
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| 20 |
Phonological concept learning
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In: http://blogs.umass.edu/pater/files/2011/10/PhonologicalConceptLearningSubmitted.pdf (2013)
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Abstract:
Comments are very much welcome, and may be addressed to the authors. Phonotactic and non-linguistic pattern learning have been studied in isolation from each other. This paper argues that analogous inductive problems can arise in both domains, that human learners solve them in analogous ways, and that human performance in both can be captured by the same models. We test IMECCS, an implementation of Gluck and Bower (1988a)’s Configural Cue Model in a Maximum Entropy phonotactic framework (Hayes and Wilson, 2008), against the alternative hypothesis that learners seek featurally-simple algebraic rules. We study the full typology of patterns introduced by Shepard et al. (1961) (“SHJ”), instantiated as both phonotactic patterns and visual analogues, using unsupervised training. The main results in both domains differ from the findings of SHJ and the rule-seeking predictions, but resemble each other and the IMECCS predictions. A third experiment tried supervised training (which can facilitate rule-seeking in visual learning) to elicit rule-seeking phonotactic learning, but cue-based behavior persisted. These results suggest that similar cue-based cognitive processes are available for phonological and visual concept learning.
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Keyword:
complexity; concept learning; Configural Cue Model; implicit learning; inductive bias; Maximum Entropy; phonotactic learning
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URL: http://blogs.umass.edu/pater/files/2011/10/PhonologicalConceptLearningSubmitted.pdf
http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.460.7871
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