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Characterizing the Typical Information Curves of Diverse Languages
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In: Entropy ; Volume 23 ; Issue 10 (2021)
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Does Statistical Word Learning Scale? It’s a Matter of Perspective
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In: http://www.thoughtfill.com/docs/yurovsky_smith_yu_cs12.pdf (2012)
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Developmental Changes in the Relationship Between Grammar and the Lexicon
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In: http://langcog.stanford.edu/papers/BYMF-underreview.pdf
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Statistical Speech Segmentation and Word Learning in Parallel
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In: http://www.indiana.edu/%7Edll/yurovsky_yu_smith_bu10.pdf
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Large-scale investigations of variability in children’s first words
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In: http://langcog.stanford.edu/papers/SYF_underreview.pdf
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Statistical word learning at scale: the baby's view is better
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In: http://www.indiana.edu/~dll/papers/yurovsky_smith_yu_ds13.pdf
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Online Processing of Speech and Social Information in Early Word Learning
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In: http://langcog.stanford.edu/papers/YWF-cogsci2013.pdf
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Mutual Exclusivity and Vocabulary Structure
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In: http://mindmodeling.org/cogsci2012/papers/0216/paper0216.pdf
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Mutual Exclusivity and Vocabulary Structure
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In: http://mindmodeling.org/cogsci2012/papers/0214/paper0214.pdf
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Referential cues modulate attention and memory during cross-situational word learning
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In: http://langcog.stanford.edu/papers/MYF-underreview.pdf
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Beyond Naı̈ve Cue Combination: Salience and Social Cues in Early Word Learning
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In: http://langcog.stanford.edu/papers/YF-cogsci2014.pdf
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Abstract:
Children learn their earliest words through social interaction, but it is unknown how much they use social information. Some theories argue that word learning is fundamentally social from its outset, with even the youngest infants understanding inten-tions and using them to infer a social partner’s target of refer-ence. In contrast, other theories argue that early word learn-ing is largely a perceptual process in which young children map words onto salient objects. One way of unifying these ac-counts is to model word learning as weighted cue-combination in which children attend to many potential cues to reference, but only gradually learn the correct weight to assign each cue (Hollich, Hirsh-Pasek, & Golinkoff, 2000). We test 3 predic-tions of a naı̈ve cue-combination account and show each to be incorrect. Thus, while aspects of this unifying account are cor-rect, it must be amended to capture the dynamics of children’s behavior across differing referential situations.
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Keyword:
attention; Language acquisition; social; word learning
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URL: http://langcog.stanford.edu/papers/YF-cogsci2014.pdf http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.691.8524
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An Integrative Account of Constraints on Cross-Situational Learning
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In: http://langcog.stanford.edu/papers/YF-underreview.pdf
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Linking Learning to Looking: Habituation and Association in Infant Statistical Language Learning
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In: http://www.indiana.edu/%7Edll/papers/yurovsky_hidaka_yu_smith_cs10.pdf
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Running head: PARTIAL KNOWLEDGE 1 The Role of Partial Knowledge in Statistical Word Learning
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In: http://www.iub.edu/~cogdev/labwork/yurovsky_fricker_yu_smith.pdf
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Signatures of Domain-General Categorization Mechanisms in Color Word Learning
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In: http://langcog.stanford.edu/papers/ywbf-underreview.pdf
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Please address correspondence to:
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In: http://www.indiana.edu/~dll/papers/yurovsky_smith_yu_ds12.pdf
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17 |
Address correspondence to:
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In: http://www.indiana.edu/%7Edll/papers/yurovsky_boyer_smith_yu_devsci_2012.pdf
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Please address correspondence to:
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In: http://www.indiana.edu/~dll/papers/yurovsky_yu_smith_c12.pdf
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