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  1. An Alternative to Mapping a Word onto a Concept in Language Acquisition: Pragmatic Frames.Katharina J. Rohlfing, Britta Wrede, Anna-Lisa Vollmer & Pierre-Yves Oudeyer - 2016 - Frontiers in Psychology 7.
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  • Parallel Distributed Processing at 25: Further Explorations in the Microstructure of Cognition.Timothy T. Rogers & James L. McClelland - 2014 - Cognitive Science 38 (6):1024-1077.
    This paper introduces a special issue of Cognitive Science initiated on the 25th anniversary of the publication of Parallel Distributed Processing (PDP), a two-volume work that introduced the use of neural network models as vehicles for understanding cognition. The collection surveys the core commitments of the PDP framework, the key issues the framework has addressed, and the debates the framework has spawned, and presents viewpoints on the current status of these issues. The articles focus on both historical roots and contemporary (...)
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  • Competitive Processes in Cross‐Situational Word Learning.Daniel Yurovsky, Chen Yu & Linda B. Smith - 2013 - Cognitive Science 37 (5):891-921.
    Cross-situational word learning, like any statistical learning problem, involves tracking the regularities in the environment. However, the information that learners pick up from these regularities is dependent on their learning mechanism. This article investigates the role of one type of mechanism in statistical word learning: competition. Competitive mechanisms would allow learners to find the signal in noisy input and would help to explain the speed with which learners succeed in statistical learning tasks. Because cross-situational word learning provides information at multiple (...)
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  • The Role of Feedback in the Statistical Learning of Language‐Like Regularities.Felicity F. Frinsel, Fabio Trecca & Morten H. Christiansen - 2024 - Cognitive Science 48 (3):e13419.
    In language learning, learners engage with their environment, incorporating cues from different sources. However, in lab‐based experiments, using artificial languages, many of the cues and features that are part of real‐world language learning are stripped away. In three experiments, we investigated the role of positive, negative, and mixed feedback on the gradual learning of language‐like statistical regularities within an active guessing game paradigm. In Experiment 1, participants received deterministic feedback (100%), whereas probabilistic feedback (i.e., 75% or 50%) was introduced in (...)
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  • Prediction error boosts retention of novel words in adults but not in children.Chiara Gambi, Martin J. Pickering & Hugh Rabagliati - 2021 - Cognition 211 (C):104650.
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  • Bayesian Word Learning in Multiple Language Environments.Benjamin D. Zinszer, Sebi V. Rolotti, Fan Li & Ping Li - 2018 - Cognitive Science 42 (S2):439-462.
    Infant language learners are faced with the difficult inductive problem of determining how new words map to novel or known objects in their environment. Bayesian inference models have been successful at using the sparse information available in natural child-directed speech to build candidate lexicons and infer speakers’ referential intentions. We begin by asking how a Bayesian model optimized for monolingual input generalizes to new monolingual or bilingual corpora and find that, especially in the case of the bilingual input, the model (...)
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  • Children’s level of word knowledge predicts their exclusion of familiar objects as referents of novel words.Susanne Grassmann, Cornelia Schulze & Michael Tomasello - 2015 - Frontiers in Psychology 6.
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  • Lexicon structure and the disambiguation of novel words: Evidence from bilingual infants.Krista Byers-Heinlein & Janet F. Werker - 2013 - Cognition 128 (3):407-416.
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  • A Computational Model for the Item‐Based Induction of Construction Networks.Judith Gaspers & Philipp Cimiano - 2014 - Cognitive Science 38 (3):439-488.
    According to usage‐based approaches to language acquisition, linguistic knowledge is represented in the form of constructions—form‐meaning pairings—at multiple levels of abstraction and complexity. The emergence of syntactic knowledge is assumed to be a result of the gradual abstraction of lexically specific and item‐based linguistic knowledge. In this article, we explore how the gradual emergence of a network consisting of constructions at varying degrees of complexity can be modeled computationally. Linguistic knowledge is learned by observing natural language utterances in an ambiguous (...)
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  • No need to forget, just keep the balance: Hebbian neural networks for statistical learning.Ángel Eugenio Tovar & Gert Westermann - 2023 - Cognition 230 (C):105176.
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  • Squeezing through the Now-or-Never bottleneck: Reconnecting language processing, acquisition, change, and structure.Nick Chater & Morten H. Christiansen - 2016 - Behavioral and Brain Sciences 39:e91.
    If human language must be squeezed through a narrow cognitive bottleneck, what are the implications for language processing, acquisition, change, and structure? In our target article, we suggested that the implications are far-reaching and form the basis of an integrated account of many apparently unconnected aspects of language and language processing, as well as suggesting revision of many existing theoretical accounts. With some exceptions, commentators were generally supportive both of the existence of the bottleneck and its potential implications. Many commentators (...)
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  • Pigeons acquire multiple categories in parallel via associative learning: A parallel to human word learning?Edward A. Wasserman, Daniel I. Brooks & Bob McMurray - 2015 - Cognition 136 (C):99-122.
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  • A real-time mechanism underlying lexical deficits in developmental language disorder: Between-word inhibition.Bob McMurray, Jamie Klein-Packard & J. Bruce Tomblin - 2019 - Cognition 191 (C):104000.
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  • Similarity of referents influences the learning of phonological word forms: Evidence from concurrent word learning.Libo Zhao, Stephanie Packard, Bob McMurray & Prahlad Gupta - 2019 - Cognition 190 (C):42-60.
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  • Too Much of a Good Thing: How Novelty Biases and Vocabulary Influence Known and Novel Referent Selection in 18‐Month‐Old Children and Associative Learning Models.Sarah C. Kucker, Bob McMurray & Larissa K. Samuelson - 2018 - Cognitive Science 42 (S2):463-493.
    Identifying the referent of novel words is a complex process that young children do with relative ease. When given multiple objects along with a novel word, children select the most novel item, sometimes retaining the word‐referent link. Prior work is inconsistent, however, on the role of object novelty. Two experiments examine 18‐month‐old children's performance on referent selection and retention with novel and known words. The results reveal a pervasive novelty bias on referent selection with both known and novel names and, (...)
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  • Waiting for lexical access: Cochlear implants or severely degraded input lead listeners to process speech less incrementally.Bob McMurray, Ashley Farris-Trimble & Hannah Rigler - 2017 - Cognition 169 (C):147-164.
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  • The role of reference in cross-situational word learning.Felix Hao Wang & Toben H. Mintz - 2018 - Cognition 170 (C):64-75.
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  • Help me if I can't: Social interaction effects in adult contextual word learning.Laura Verga & Sonja A. Kotz - 2017 - Cognition 168 (C):76-90.
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  • Learning During Processing: Word Learning Doesn't Wait for Word Recognition to Finish.S. Apfelbaum Keith & McMurray Bob - 2017 - Cognitive Science 41 (S4):706-747.
    Previous research on associative learning has uncovered detailed aspects of the process, including what types of things are learned, how they are learned, and where in the brain such learning occurs. However, perceptual processes, such as stimulus recognition and identification, take time to unfold. Previous studies of learning have not addressed when, during the course of these dynamic recognition processes, learned representations are formed and updated. If learned representations are formed and updated while recognition is ongoing, the result of learning (...)
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  • Language at Three Timescales: The Role of Real‐Time Processes in Language Development and Evolution.Bob McMurray - 2016 - Topics in Cognitive Science 8 (2):393-407.
    Evolutionary developmental systems theory stresses that selection pressures operate on entire developmental systems rather than just genes. This study extends this approach to language evolution, arguing that selection pressure may operate on two quasi-independent timescales. First, children clearly must acquire language successfully and evolution must equip them with the tools to do so. Second, while this is developing, they must also communicate with others in the moment using partially developed knowledge. These pressures may require different solutions, and their combination may (...)
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  • Infant directed speech and the development of speech perception: Enhancing development or an unintended consequence?Bob McMurray, Kristine A. Kovack-Lesh, Dresden Goodwin & William McEchron - 2013 - Cognition 129 (2):362-378.
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  • (1 other version)Moving Word Learning to a Novel Space: A Dynamic Systems View of Referent Selection and Retention.Larissa K. Samuelson, Sarah C. Kucker & John P. Spencer - 2017 - Cognitive Science 41 (S1):52-72.
    Theories of cognitive development must address both the issue of how children bring their knowledge to bear on behavior in‐the‐moment, and how knowledge changes over time. We argue that seeking answers to these questions requires an appreciation of the dynamic nature of the developing system in its full, reciprocal complexity. We illustrate this dynamic complexity with results from two lines of research on early word learning. The first demonstrates how the child's active engagement with objects and people supports referent selection (...)
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  • How to Make the Most out of Very Little.Charles Yang - 2020 - Topics in Cognitive Science 12 (1):136-152.
    Yang returns to the problem of referential ambiguity, addressed in the opening paper by Gleitman and Trueswell. Using a computational approach, he argues that “big data” approaches to resolving referential ambiguity are destined to fail, because of the inevitable computational explosion needed to keep track of contextual associations present when a word is uttered. Yang tests several computational models, two of which depend on one‐trial learning, as described in Gleitman and Trueswell’s paper. He concludes that such models outperform cross‐situational learning (...)
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  • Fast mapping word meanings across trials: Young children forget all but their first guess.Athulya Aravind, Jill de Villiers, Amy Pace, Hannah Valentine, Roberta Golinkoff, Kathy Hirsh-Pasek, Aquiles Iglesias & Mary Sweig Wilson - 2018 - Cognition 177 (C):177-188.
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  • Acquiring the Impossible: Developmental Stages of Copredication.Elliot Murphy - 2017 - Frontiers in Psychology 8.
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  • How Language Programs the Mind.Gary Lupyan & Benjamin Bergen - 2016 - Topics in Cognitive Science 8 (1):408-424.
    Many animals can be trained to perform novel tasks. People, too, can be trained, but sometime in early childhood people transition from being trainable to something qualitatively more powerful—being programmable. We argue that such programmability constitutes a leap in the way that organisms learn, interact, and transmit knowledge, and that what facilitates or enables this programmability is the learning and use of language. We then examine how language programs the mind and argue that it does so through the manipulation of (...)
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  • Immediate lexical integration of novel word forms.Efthymia C. Kapnoula, Stephanie Packard, Prahlad Gupta & Bob McMurray - 2015 - Cognition 134:85-99.
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  • Bootstrapping language acquisition.Omri Abend, Tom Kwiatkowski, Nathaniel J. Smith, Sharon Goldwater & Mark Steedman - 2017 - Cognition 164 (C):116-143.
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  • The influence of bilingualism on statistical word learning.Timothy J. Poepsel & Daniel J. Weiss - 2016 - Cognition 152 (C):9-19.
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  • Lexical-Semantic Development in Bilingual Toddlers at 18 and 24 Months.Stephanie De Anda & Margaret Friend - 2020 - Frontiers in Psychology 11:508363.
    An important question in early bilingual first language acquisition concerns the development of lexical-semantic associations within and across two languages. The present study investigates the earliest emergence of lexical-semantic priming at 18 and 24 months in Spanish-English bilinguals (N= 32) and its relation to vocabulary knowledge within and across languages. Results indicate a remarkably similar pattern of development between monolingual and bilingual children, such that lexical-semantic development begins at 18 months and strengthens by 24 months. Further, measures of cross-language lexical (...)
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  • Goldilocks Forgetting in Cross-Situational Learning.Paul Ibbotson, Diana G. López & Alan J. McKane - 2018 - Frontiers in Psychology 9:387015.
    Given that there is referential uncertainty (noise) when learning words, to what extent can forgetting filter some of that noise out, and be an aid to learning? Using a Cross Situational Learning model we find a U-shaped function of errors indicative of a “Goldilocks” zone of forgetting: an optimum store-loss ratio that is neither too aggressive nor too weak, but just the right amount to produce better learning outcomes. Forgetting acts as a high-pass filter that actively deletes (part of) the (...)
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  • Category learning in a dynamic world.Jessica S. Horst & Vanessa R. Simmering - 2015 - Frontiers in Psychology 6.
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  • Word learning under infinite uncertainty.Richard A. Blythe, Andrew D. M. Smith & Kenny Smith - 2016 - Cognition 151 (C):18-27.
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  • Cross‐Situational Word Learning With Multimodal Neural Networks.Wai Keen Vong & Brenden M. Lake - 2022 - Cognitive Science 46 (4).
    Cognitive Science, Volume 46, Issue 4, April 2022.
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  • The role of developmental change and linguistic experience in the mutual exclusivity effect.Molly Lewis, Veronica Cristiano, Brenden M. Lake, Tammy Kwan & Michael C. Frank - 2020 - Cognition 198 (C):104191.
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  • Developmental Changes in Cross‐Situational Word Learning: The Inverse Effect of Initial Accuracy.Stanka A. Fitneva & Morten H. Christiansen - 2017 - Cognitive Science 41 (S1):141-161.
    Intuitively, the accuracy of initial word-referent mappings should be positively correlated with the outcome of learning. Yet recent evidence suggests an inverse effect of initial accuracy in adults, whereby greater accuracy of initial mappings is associated with poorer outcomes in a cross-situational learning task. Here, we examine the impact of initial accuracy on 4-year-olds, 10-year-olds, and adults. For half of the participants most word-referent mappings were initially correct and for the other half most mappings were initially incorrect. Initial accuracy was (...)
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  • The length of words reflects their conceptual complexity.Molly L. Lewis & Michael C. Frank - 2016 - Cognition 153 (C):182-195.
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  • Fast mapping, slow learning: Disambiguation of novel word–object mappings in relation to vocabulary learning at 18, 24, and 30months. [REVIEW]Ricardo Ah Bion, Arielle Borovsky & Anne Fernald - 2013 - Cognition 126 (1):39-53.
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  • (1 other version)Canalization of Language Structure From Environmental Constraints: A Computational Model of Word Learning From Multiple Cues.Padraic Monaghan - 2017 - Topics in Cognitive Science 9 (1):21-34.
    There is substantial variation in language experience, yet there is surprising similarity in the language structure acquired. Constraints on language structure may be external modulators that result in this canalization of language structure, or else they may derive from the broader, communicative environment in which language is acquired. In this paper, the latter perspective is tested for its adequacy in explaining robustness of language learning to environmental variation. A computational model of word learning from cross-situational, multimodal information was constructed and (...)
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  • Goodnight book: sleep consolidation improves word learning via storybooks.Sophie E. Williams & Jessica S. Horst - 2014 - Frontiers in Psychology 5.
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  • Mutual Exclusivity in Pragmatic Agents.Xenia Ohmer, Michael Franke & Peter König - 2021 - Cognitive Science 46 (1):e13069.
    One of the great challenges in word learning is that words are typically uttered in a context with many potential referents. Children's tendency to associate novel words with novel referents, which is taken to reflect a mutual exclusivity (ME) bias, forms a useful disambiguation mechanism. We study semantic learning in pragmatic agents—combining the Rational Speech Act model with gradient‐based learning—and explore the conditions under which such agents show an ME bias. This approach provides a framework for investigating a pragmatic account (...)
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  • Prediction and error in early infant speech learning: A speech acquisition model.Jessie S. Nixon & Fabian Tomaschek - 2021 - Cognition 212 (C):104697.
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  • (1 other version)Moving Word Learning to a Novel Space: A Dynamic Systems View of Referent Selection and Retention.K. Samuelson Larissa, C. Kucker Sarah & P. Spencer John - 2016 - Cognitive Science 40 (7):52-72.
    Theories of cognitive development must address both the issue of how children bring their knowledge to bear on behavior in-the-moment, and how knowledge changes over time. We argue that seeking answers to these questions requires an appreciation of the dynamic nature of the developing system in its full, reciprocal complexity. We illustrate this dynamic complexity with results from two lines of research on early word learning. The first demonstrates how the child's active engagement with objects and people supports referent selection (...)
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  • An integrative account of constraints on cross-situational learning.Daniel Yurovsky & Michael C. Frank - 2015 - Cognition 145 (C):53-62.
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  • Learning the generative principles of a symbol system from limited examples.Lei Yuan, Violet Xiang, David Crandall & Linda Smith - 2020 - Cognition 200 (C):104243.
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  • (2 other versions)Children's referent selection and word learning.Katherine E. Twomey, Anthony F. Morse, Angelo Cangelosi & Jessica S. Horst - 2016 - Interaction Studies 17 (1):101-127.
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  • All the Right Noises: Background Variability Helps Early Word Learning.Katherine E. Twomey, Lizhi Ma & Gert Westermann - 2018 - Cognitive Science 42 (S2):413-438.
    Variability is prevalent in early language acquisition, but, whether it supports or hinders learning is unclear; while target variability has been shown to facilitate word learning, variability in competitor items has been shown to make the task harder. Here, we tested whether background variability could boost learning in a referent selection task. Two groups of 2-year-old children saw arrays of one novel and two known objects on a screen, and they heard a novel or known label. Stimuli were identical across (...)
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  • (2 other versions)Children’s referent selection and word learning.Katherine E. Twomey, Anthony F. Morse, Angelo Cangelosi & Jessica S. Horst - forthcoming - Interaction Studies. Social Behaviour and Communication in Biological and Artificial Systemsinteraction Studies / Social Behaviour and Communication in Biological and Artificial Systemsinteraction Studies:101-127.
    It is well-established that toddlers can correctly select a novel referent from an ambiguous array in response to a novel label. There is also a growing consensus that robust word learning requires repeated label-object encounters. However, the effect of the context in which a novel object is encountered is less well-understood. We present two embodied neural network replications of recent empirical tasks, which demonstrated that the context in which a target object is encountered is fundamental to referent selection and word (...)
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  • From altered synaptic plasticity to atypical learning: A computational model of Down syndrome.Ángel Eugenio Tovar, Gert Westermann & Alvaro Torres - 2018 - Cognition 171 (C):15-24.
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  • Dynamic competition account of men’s perceptions of women’s sexual interest.Jodi R. Smith, Teresa A. Treat, Thomas A. Farmer & Bob McMurray - 2018 - Cognition 174:43-54.
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