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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 15 of 15 1 Cross-situational learning of phonologically overlapping words across degrees of ambiguity Mulak, Karen E. (R18007); Vlach, Haley A.; Escudero, Paola (R16636). - : U.S., Wiley-Blackwell Publishing, 2019 BASE Show details 2 Statistics learned are statistics forgotten: Children’s retention and retrieval of cross-situational word learning Vlach, Haley A.; DeBrock, Catherine A.. - 2018 BASE Show details 3 Infants Encode Phonetic Detail during Cross-Situational Word Learning Escudero, Paola; Mulak, Karen E.; Vlach, Haley A.. - : Frontiers Media S.A., 2016 BASE Show details 4 Remember dax? Relations between children’s cross-situational word learning, memory, and language abilities Vlach, Haley A.; DeBrock, Catherine A.. - 2016 BASE Show details 5 Equal spacing and expanding schedules in children's categorization and generalization. Vlach, Haley A; Sandhofer, Catherine M; Bjork, Robert A In: Journal of experimental child psychology, vol 123, iss 1 (2014) BASE Show details 6 Equal spacing and expanding schedules in children's categorization and generalization. Vlach, Haley A; Sandhofer, Catherine M; Bjork, Robert A In: Journal of experimental child psychology, vol 123, iss 1 (2014) BASE Show details 7 Retrieval dynamics and retention in cross-situational statistical word learning. Vlach, Haley A; Sandhofer, Catherine M In: Cognitive science, vol 38, iss 4 (2014) Abstract: Previous research on cross-situational word learning has demonstrated that learners are able to reduce ambiguity in mapping words to referents by tracking co-occurrence probabilities across learning events. In the current experiments, we examined whether learners are able to retain mappings over time. The results revealed that learners are able to retain mappings for up to 1 week later. However, there were interactions between the amount of retention and the different learning conditions. Interestingly, the strongest retention was associated with a learning condition that engendered retrieval dynamics that initially challenged the learner but eventually led to more successful retrieval toward the end of learning. The ease/difficulty of retrieval is a critical process underlying cross-situational word learning and is a powerful example of how learning dynamics affect long-term learning outcomes. Keyword: Artificial Intelligence and Image Processing; Cognitive Sciences; Cross-situational word learning; Experimental Psychology; Humans; Language development; Memory and learning; Mental Recall; Psychology; Retention; Retention (Psychology); Retrieval dynamics; Retrieval effort hypothesis; Statistical learning; Statistics as Topic; Verbal Learning; Vocabulary; Word learning URL: https://escholarship.org/uc/item/006450qs BASE Hide details 8 Memory constraints on infants’ cross-situational statistical learning Vlach, Haley A.; Johnson, Scott P. In: Cognition. - Amsterdam [u.a] : Elsevier 127 (2013) 3, 375-382 OLC Linguistik Show details 9 Memory constraints on infants’ cross-situational statistical learning Vlach, Haley A.; Johnson, Scott P.. - 2013 BASE Show details 10 Fast Mapping Across Time: Memory Processes Support Children's Retention of Learned Words. Vlach, Haley A; Sandhofer, Catherine M In: Frontiers in psychology, vol 3, iss FEB (2012) BASE Show details 11 Fast Mapping Across Time: Memory Processes Support Children’s Retention of Learned Words Vlach, Haley A.; Sandhofer, Catherine M.. - : Frontiers Research Foundation, 2012 BASE Show details 12 At the Same Time or Apart in Time? The Role of Presentation Timing and Retrieval Dynamics in Generalization Vlach, Haley A.; Ankowski, Amber A.; Sandhofer, Catherine M.. - 2011 BASE Show details 13 Précis of "Doing without Concepts" : [including open peer commentary and author's response] Machery, Edouard; Blanchard, Thomas (Komm.); Couchman, Justin J. (Komm.)... In: Behavioral and brain sciences. - New York, NY [u.a.] : Cambridge Univ. Press 33 (2010) 2-3, 195-244 BLLDB Show details 14 The spacing effect in children's memory and category induction Sandhofer, Catherine M.; Vlach, Haley A.; Kornell, Nate In: Cognition. - Amsterdam [u.a] : Elsevier 109 (2008) 1, 163-167 BLLDB OLC Linguistik Show details 15 The spacing effect in children’s memory and category induction Vlach, Haley A.; Sandhofer, Catherine M.; Kornell, Nate In: Cognition. - Amsterdam [u.a] : Elsevier 109 (2008) 1, 163-167 OLC Linguistik Show details

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