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  1. Finding Structure in Time.Jeffrey L. Elman - 1990 - Cognitive Science 14 (2):179-211.
    Time underlies many interesting human behaviors. Thus, the question of how to represent time in connectionist models is very important. One approach is to represent time implicitly by its effects on processing rather than explicitly (as in a spatial representation). The current report develops a proposal along these lines first described by Jordan (1986) which involves the use of recurrent links in order to provide networks with a dynamic memory. In this approach, hidden unit patterns are fed back to themselves: (...)
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  • Why there are complementary learning systems in the hippocampus and neocortex: Insights from the successes and failures of connectionist models of learning and memory.James L. McClelland, Bruce L. McNaughton & Randall C. O'Reilly - 1995 - Psychological Review 102 (3):419-457.
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  • Shortlist: a connectionist model of continuous speech recognition.Dennis Norris - 1994 - Cognition 52 (3):189-234.
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  • Hippocampal and neocortical contributions to memory: Advances in the complementary learning systems framework.Randall C. O'Reilly & Kenneth A. Norman - 2002 - Trends in Cognitive Sciences 6 (12):505-510.
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  • Artificial grammar learning by 1-year-olds leads to specific and abstract knowledge.Rebecca L. Gomez & LouAnn Gerken - 1999 - Cognition 70 (2):109-135.
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  • The locus of the effects of sentential-semantic context in spoken-word processing.Pienie Zwitserlood - 1989 - Cognition 32 (1):25-64.
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  • Spoken word recognition and lexical representation in very young children.Daniel Swingley & Richard N. Aslin - 2000 - Cognition 76 (2):147-166.
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  • Building permanent memory codes: codification and repetition effects in word identification.Aita Salasoo, Richard M. Shiffrin & Timothy C. Feustel - 1985 - Journal of Experimental Psychology 114 (1).
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  • Functional parallelism in spoken word-recognition.William D. Marslen-Wilson - 1987 - Cognition 25 (1-2):71-102.
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  • The time course of spoken word learning and recognition: studies with artificial lexicons.James S. Magnuson, Michael K. Tanenhaus, Richard N. Aslin & Delphine Dahan - 2003 - Journal of Experimental Psychology: General 132 (2):202.
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  • Echoes of echoes? An episodic theory of lexical access.Stephen D. Goldinger - 1998 - Psychological Review 105 (2):251-279.
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  • Artificial grammar learning by 1-year-olds leads to specific and abstract knowledge.Rebecca L. Gomez & LouAnn Gerken - 1999 - Cognition 70 (2):109-135.
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  • Ambiguity, Competition, and Blending in Spoken Word Recognition.M. Gareth Gaskell & William D. Marslen-Wilson - 1999 - Cognitive Science 23 (4):439-462.
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  • On the discovery of novel wordlike units from utterances: an artificial-language study with implications for native-language acquisition.Delphine Dahan & Michael R. Brent - 1999 - Journal of Experimental Psychology: General 128 (2):165.
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  • Advances in the computational study of language acquisition.Michael R. Brent - 1996 - Cognition 61 (1-2):1-38.
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