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The Pennsylvania State University CiteSeerX Archives (10)
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Simple Search
Hits 1 – 10 of 10
1
Visual statistical learning: Getting some help from the auditory modality
Christopher W. Robinson
;
Vladimir M. Sloutsky
In: http://csjarchive.cogsci.rpi.edu/Proceedings/2007/docs/p611.pdf (2007)
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2
Mechanisms underlying the effects of labels on cognitive development
Christopher W. Robinson
;
Erica M. Howard
;
Vladimir M. Sloutsky
In: http://www.psych.unito.it/csc/cogsci05/frame/poster/3/f744-robinson.pdf (2005)
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3
Flexible Attentional Learning in Infancy
Vladimir M. Sloutsky
;
Christopher W. Robinson
In: http://csjarchive.cogsci.rpi.edu/Proceedings/2008/pdfs/p1182.pdf
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4
The Nature of Early Word Comprehension: Symbols or Associations?
Christopher W. Robinson
;
Erica M. Howard
;
Vladimir M. Sloutsky
In: http://www.psych.unito.it/csc/cogsci05/frame/talk/f734-robinson.pdf
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5
The Nature of Early Word Comprehension: Symbols or Associations?
Christopher W. Robinson
;
Erica M. Howard
;
Vladimir M. Sloutsky
In: http://csjarchive.cogsci.rpi.edu/Proceedings/2005/docs/p1883.pdf
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6
Categorization in Infancy: When Sounds and Labels Hinder Category Learning
Christopher W. Robinson
;
Vladimir M. Sloutsky
In: http://csjarchive.cogsci.rpi.edu/Proceedings/2006/docs/p2038.pdf
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7
Auditory Dominance: Overshadowing or Response Competition?
Christopher W. Robinson
;
Vladimir M. Sloutsky
In: http://csjarchive.cogsci.rpi.edu/Proceedings/2007/docs/p605.pdf
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8
Auditory Overshadowing and Categorization: When Decreased Visual Processing Facilitates Categorization
Christopher W. Robinson
;
Calvin M. Timbrook
;
Vladimir M. Sloutsky
In: http://csjarchive.cogsci.rpi.edu/Proceedings/2006/docs/p2042.pdf
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9
Learning Words from Context: A Powerful Associative Mechanism of Early Word Learning
Vladimir M. Sloutsky
;
Xin Yao
In: http://141.14.165.6/CogSci09/papers/50/paper50.pdf
Abstract:
Word learning consists of several very difficult problems. First, when presented with a novel word, the young word learner has to solve a mapping problem – how to map the word in question onto the world. And second, the word learner has to solve a generalization problem – given that most of the time words can be extended to multiple individuals, it is necessary to determine the class of entities the word refers to. Both problems are massively underdetermined by the input. Given this massive uncertainty, how do young children acquire meanings of new words? Several ideas have been proposed to explain the word learner’s ability to handle this word-world indeterminacy. According to one approach, the problem of word learning requires reasoning and problem solving skills (see Bloom
Keyword:
Attention
;
Cognitive Development
;
Human Experimentation
;
Language Acquisition
;
Psychology
URL:
http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.412.4734
http://141.14.165.6/CogSci09/papers/50/paper50.pdf
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10
Mechanisms Underlying the Effects of Labels on Cognitive Development
Christopher W. Robinson
;
Erica M. Howard
;
Vladimir M. Sloutsky
In: http://csjarchive.cogsci.rpi.edu/Proceedings/2005/docs/p1878.pdf
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