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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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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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Abstract:
Learning color words is a difficult problem for young chil-dren. Because color is abstract, this difficulty has been at-tributed to challenges in integrating over heterogeneous ob-jects to discover color as a dimension of reference. On this account, learning that color words refer to the color dimension is slow, but subsequently mapping these words to particular shades is fast. Recent work suggests an alternative: Children may rapidly identify color as a referential dimension, but only gradually discover the precise boundaries of each color word. This alternative proposal predicts that the learning mechanisms underlying the acquisition of color words should parallel those underlying the acquisition of concrete object categories. We test this prediction, finding that children’s performance in a color naming task is modulated by three factors that have pre-viously been studied in category learning: input frequency, cat-egory size, and perceptual salience. Because it allows for pre-cise psychophysical measurement of category properties, color presents a unique case study for investigating language acqui-sition and categorization more broadly.
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Keyword:
yond the single referent for which it was used to the
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URL: http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.691.3957 http://langcog.stanford.edu/papers/ywbf-underreview.pdf
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16 |
Please address correspondence to:
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In: http://www.indiana.edu/~dll/papers/yurovsky_smith_yu_ds12.pdf
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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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