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  1. Word learning as Bayesian inference.Fei Xu & Joshua B. Tenenbaum - 2007 - Psychological Review 114 (2):245-272.
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  • The learnability of abstract syntactic principles.Amy Perfors, Joshua B. Tenenbaum & Terry Regier - 2011 - Cognition 118 (3):306-338.
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  • A Bayesian framework for word segmentation: Exploring the effects of context.Sharon Goldwater, Thomas L. Griffiths & Mark Johnson - 2009 - Cognition 112 (1):21-54.
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  • What does syntax say about space? 2-year-olds use sentence structure to learn new prepositions.C. Fisher, S. Klingler & H. Song - 2006 - Cognition 101 (1):B19-B29.
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  • Distributional Information: A Powerful Cue for Acquiring Syntactic Categories.Martin Redington, Nick Chater & Steven Finch - 1998 - Cognitive Science 22 (4):425-469.
    Many theorists have dismissed a priori the idea that distributional information could play a significant role in syntactic category acquisition. We demonstrate empirically that such information provides a powerful cue to syntactic category membership, which can be exploited by a variety of simple, psychologically plausible mechanisms. We present a range of results using a large corpus of child‐directed speech and explore their psychological implications. While our results show that a considerable amount of information concerning the syntactic categories can be obtained (...)
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  • A Probabilistic Computational Model of Cross-Situational Word Learning.Afsaneh Fazly, Afra Alishahi & Suzanne Stevenson - 2010 - Cognitive Science 34 (6):1017-1063.
    Words are the essence of communication: They are the building blocks of any language. Learning the meaning of words is thus one of the most important aspects of language acquisition: Children must first learn words before they can combine them into complex utterances. Many theories have been developed to explain the impressive efficiency of young children in acquiring the vocabulary of their language, as well as the developmental patterns observed in the course of lexical acquisition. A major source of disagreement (...)
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  • A computational study of cross-situational techniques for learning word-to-meaning mappings.Jeffrey Mark Siskind - 1996 - Cognition 61 (1-2):39-91.
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  • Embodied attention and word learning by toddlers.Chen Yu & Linda B. Smith - 2012 - Cognition 125 (2):244-262.
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  • Cognitive Biases, Linguistic Universals, and Constraint‐Based Grammar Learning.Jennifer Culbertson, Paul Smolensky & Colin Wilson - 2013 - Topics in Cognitive Science 5 (3):392-424.
    According to classical arguments, language learning is both facilitated and constrained by cognitive biases. These biases are reflected in linguistic typology—the distribution of linguistic patterns across the world's languages—and can be probed with artificial grammar experiments on child and adult learners. Beginning with a widely successful approach to typology (Optimality Theory), and adapting techniques from computational approaches to statistical learning, we develop a Bayesian model of cognitive biases and show that it accounts for the detailed pattern of results of artificial (...)
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  • Rational approximations to rational models: Alternative algorithms for category learning.Adam N. Sanborn, Thomas L. Griffiths & Daniel J. Navarro - 2010 - Psychological Review 117 (4):1144-1167.
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  • Type-driven translation.Ewan Klein & Ivan A. Sag - 1985 - Linguistics and Philosophy 8 (2):163 - 201.
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  • A language learning model for finite parameter spaces.Partha Niyogi & Robert C. Berwick - 1996 - Cognition 61 (1-2):161-193.
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  • Expectation-based syntactic comprehension.Roger Levy - 2008 - Cognition 106 (3):1126-1177.
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  • A Computational Model of Early Argument Structure Acquisition.Afra Alishahi & Suzanne Stevenson - 2008 - Cognitive Science 32 (5):789-834.
    How children go about learning the general regularities that govern language, as well as keeping track of the exceptions to them, remains one of the challenging open questions in the cognitive science of language. Computational modeling is an important methodology in research aimed at addressing this issue. We must determine appropriate learning mechanisms that can grasp generalizations from examples of specific usages, and that exhibit patterns of behavior over the course of learning similar to those in children. Early learning of (...)
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  • Word learning emerges from the interaction of online referent selection and slow associative learning.Bob McMurray, Jessica S. Horst & Larissa K. Samuelson - 2012 - Psychological Review 119 (4):831-877.
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  • Frequent frames as a cue for grammatical categories in child directed speech.Toben H. Mintz - 2003 - Cognition 90 (1):91-117.
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  • A Probabilistic Model of Lexical and Syntactic Access and Disambiguation.Daniel Jurafsky - 1996 - Cognitive Science 20 (2):137-194.
    The problems of access—retrieving linguistic structure from some mental grammar —and disambiguation—choosing among these structures to correctly parse ambiguous linguistic input—are fundamental to language understanding. The literature abounds with psychological results on lexical access, the access of idioms, syntactic rule access, parsing preferences, syntactic disambiguation, and the processing of garden‐path sentences. Unfortunately, it has been difficult to combine models which account for these results to build a general, uniform model of access and disambiguation at the lexical, idiomatic, and syntactic levels. (...)
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  • The Emergence of Words: Attentional Learning in Form and Meaning.Terry Regier - 2005 - Cognitive Science 29 (6):819-865.
    Children improve at word learning during the 2nd year of life—sometimes dramatically. This fact has suggested a change in mechanism, from associative learning to a more referential form of learning. This article presents an associative exemplar‐based model that accounts for the improvement without a change in mechanism. It provides a unified account of children's growing abilities to (a) learn a new word given only 1 or a few training trials (“fast mapping”); (b) acquire words that differ only slightly in phonological (...)
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  • Formal models of language learning.Steven Pinker - 1979 - Cognition 7 (3):217-283.
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  • A role for the developing lexicon in phonetic category acquisition.Naomi H. Feldman, Thomas L. Griffiths, Sharon Goldwater & James L. Morgan - 2013 - Psychological Review 120 (4):751-778.
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  • Hard Words.Lila R. Gleitman, Anna Papafragou & John C. Trueswell - unknown
    How do children acquire the meaning of words? And why are words such as know harder for learners to acquire than words such as dog or jump? We suggest that the chief limiting factor in acquiring the vocabulary of natural languages consists not in overcoming conceptual difficulties with abstract word meanings but rather in mapping these meanings onto their corresponding lexical forms. This opening premise of our position, while controversial, is shared with some prior approaches. The present discussion moves forward (...)
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  • Learning to talk about events from narrated video in a construction grammar framework.Dominey Peter Ford & Jean-David Boucher - 2005 - Artificial Intelligence 167 (1-2):31-61.
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  • What sort of innate structure is needed to “bootstrap” into syntax?Martin D. S. Braine - 1992 - Cognition 45 (1):77-100.
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  • When prosody fails to cue syntactic structure: 9-month-olds' sensitivity to phonological versus syntactic phrases.LouAnn Gerken, Peter W. Jusczyk & Denise R. Mandel - 1994 - Cognition 51 (3):237-265.
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  • Optimal predictions in everyday cognition.T. L. Griffiths & J. B. Tenenbaum - 2006 - Psychological Science 17:767–73.
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