Switch to: References

Add citations

You must login to add citations.
  1. The Development of Invariant Object Recognition Requires Visual Experience With Temporally Smooth Objects.Justin N. Wood & Samantha M. W. Wood - 2018 - Cognitive Science 42 (4):1391-1406.
    How do newborns learn to recognize objects? According to temporal learning models in computational neuroscience, the brain constructs object representations by extracting smoothly changing features from the environment. To date, however, it is unknown whether newborns depend on smoothly changing features to build invariant object representations. Here, we used an automated controlled-rearing method to examine whether visual experience with smoothly changing features facilitates the development of view-invariant object recognition in a newborn animal model—the domestic chick. When newborn chicks were reared (...)
    Download  
     
    Export citation  
     
    Bookmark   3 citations  
  • Infants’ Motor Proficiency and Statistical Learning for Actions.Claire Monroy, Sarah Gerson & Sabine Hunnius - 2017 - Frontiers in Psychology 8.
    Download  
     
    Export citation  
     
    Bookmark   1 citation  
  • Infants’ perceptions of constraints on object motion as a function of object shape.Gelareh Jowkar-Baniani, Angelina Paolozza, Anishka Greene, Cho Kin Cheng & Mark A. Schmuckler - 2017 - Cognition 165 (C):126-136.
    Download  
     
    Export citation  
     
    Bookmark  
  • Cross-Domain Statistical–Sequential Dependencies Are Difficult to Learn.Anne M. Walk & Christopher M. Conway - 2016 - Frontiers in Psychology 7.
    Download  
     
    Export citation  
     
    Bookmark   2 citations  
  • Concurrent Movement Impairs Incidental But Not Intentional Statistical Learning.David J. Stevens, Joanne Arciuli & David I. Anderson - 2015 - Cognitive Science 39 (5):1081-1098.
    The effect of concurrent movement on incidental versus intentional statistical learning was examined in two experiments. In Experiment 1, participants learned the statistical regularities embedded within familiarization stimuli implicitly, whereas in Experiment 2 they were made aware of the embedded regularities and were instructed explicitly to learn these regularities. Experiment 1 demonstrated that while the control group were able to learn the statistical regularities, the resistance-free cycling group and the exercise group did not demonstrate learning. This is in contrast with (...)
    Download  
     
    Export citation  
     
    Bookmark   5 citations  
  • Visual statistical learning: Getting some help from the auditory modality.Christopher W. Robinson & Vladimir M. Sloutsky - 2007 - In McNamara D. S. & Trafton J. G. (eds.), Proceedings of the 29th Annual Cognitive Science Society. Cognitive Science Society. pp. 611--616.
    Download  
     
    Export citation  
     
    Bookmark   1 citation  
  • Familiar Verbs Are Not Always Easier Than Novel Verbs: How German Pre‐School Children Comprehend Active and Passive Sentences.Miriam Dittmar, Kirsten Abbot-Smith, Elena Lieven & Michael Tomasello - 2014 - Cognitive Science 38 (1):128-151.
    Many studies show a developmental advantage for transitive sentences with familiar verbs over those with novel verbs. It might be that once familiar verbs become entrenched in particular constructions, they would be more difficult to understand (than would novel verbs) in non-prototypical constructions. We provide support for this hypothesis investigating German children using a forced-choice pointing paradigm with reversed agent-patient roles. We tested active transitive verbs in study 1. The 2-year olds were better with familiar than novel verbs, while the (...)
    Download  
     
    Export citation  
     
    Bookmark   3 citations  
  • Inferring Unseen Causes: Developmental and Evolutionary Origins.Zeynep Civelek, Josep Call & Amanda M. Seed - 2020 - Frontiers in Psychology 11.
    Download  
     
    Export citation  
     
    Bookmark   2 citations  
  • A smoothness constraint on the development of object recognition.Justin N. Wood - 2016 - Cognition 153 (C):140-145.
    Download  
     
    Export citation  
     
    Bookmark   4 citations  
  • Statistical regularities reduce perceived numerosity.Jiaying Zhao & Ru Qi Yu - 2016 - Cognition 146:217-222.
    Download  
     
    Export citation  
     
    Bookmark   5 citations  
  • When 'more'in statistical learning means 'less' in language: individual differences in predictive processing of adjacent dependencies.Jennifer B. Misyak & Morten H. Christiansen - 2010 - In S. Ohlsson & R. Catrambone (eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society. Cognitive Science Society. pp. 2686--2691.
    Download  
     
    Export citation  
     
    Bookmark  
  • The role of conditional and joint probabilities in segmentation of dynamic human action.Meredith Meyer & Dare Baldwin - 2008 - In B. C. Love, K. McRae & V. M. Sloutsky (eds.), Proceedings of the 30th Annual Conference of the Cognitive Science Society. Cognitive Science Society.
    Download  
     
    Export citation  
     
    Bookmark  
  • All words are not created equal: Expectations about word length guide infant statistical learning.Jenny R. Saffran & Casey Lew-Williams - 2012 - Cognition 122 (2):241-246.
    Infants have been described as 'statistical learners' capable of extracting structure (such as words) from patterned input (such as language). Here, we investigated whether prior knowledge influences how infants track transitional probabilities in word segmentation tasks. Are infants biased by prior experience when engaging in sequential statistical learning? In a laboratory simulation of learning across time, we exposed 9- and 10-month-old infants to a list of either disyllabic or trisyllabic nonsense words, followed by a pause-free speech stream composed of a (...)
    Download  
     
    Export citation  
     
    Bookmark   13 citations  
  • Another Look at Looking Time: Surprise as Rational Statistical Inference.Zi L. Sim & Fei Xu - 2019 - Topics in Cognitive Science 11 (1):154-163.
    Surprise—operationalized as looking time—has a long history in developmental research, providing a window into the perception and cognition of infants. Recently, however, a number of developmental researchers have considered infants’ and children's surprise in its own right. This article reviews empirical evidence and computational models of complex statistical inferences underlying surprise, and discusses how these findings relate to the role that surprise appears to play as a catalyst for learning.
    Download  
     
    Export citation  
     
    Bookmark   10 citations  
  • Autonomy in Action: Linking the Act of Looking to Memory Formation in Infancy via Dynamic Neural Fields.Sammy Perone & John P. Spencer - 2013 - Cognitive Science 37 (1):1-60.
    Looking is a fundamental exploratory behavior by which infants acquire knowledge about the world. In theories of infant habituation, however, looking as an exploratory behavior has been deemphasized relative to the reliable nature with which looking indexes active cognitive processing. We present a new theory that connects looking to the dynamics of memory formation and formally implement this theory in a Dynamic Neural Field model that learns autonomously as it actively looks and looks away from a stimulus. We situate this (...)
    Download  
     
    Export citation  
     
    Bookmark   4 citations