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  1. An information theoretical approach to prefrontal executive function.Etienne Koechlin & Christopher Summerfield - 2007 - Trends in Cognitive Sciences 11 (6):229-235.
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  • Maturational Constraints on Language Learning.Elissa L. Newport - 1990 - Cognitive Science 14 (1):11-28.
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  • A Computational Model of Event Segmentation From Perceptual Prediction.Jeremy R. Reynolds, Jeffrey M. Zacks & Todd S. Braver - 2007 - Cognitive Science 31 (4):613-643.
    People tend to perceive ongoing continuous activity as series of discrete events. This partitioning of continuous activity may occur, in part, because events correspond to dynamic patterns that have recurred across different contexts. Recurring patterns may lead to reliable sequential dependencies in observers' experiences, which then can be used to guide perception. The current set of simulations investigated whether this statistical structure within events can be used 1) to develop stable internal representations that facilitate perception and 2) to learn when (...)
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  • How does a brain build a cognitive code?Stephen Grossberg - 1980 - Psychological Review 87 (1):1-51.
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  • Learning and development in neural networks: the importance of starting small.Jeffrey L. Elman - 1993 - Cognition 48 (1):71-99.
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  • Reconciling reinforcement learning models with behavioral extinction and renewal: Implications for addiction, relapse, and problem gambling.A. David Redish, Steve Jensen, Adam Johnson & Zeb Kurth-Nelson - 2007 - Psychological Review 114 (3):784-805.
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  • The codes of man and beasts.David Premack - 1983 - Behavioral and Brain Sciences 6 (1):125-136.
    Exposing the chimpanzee to language training appears to enhance the animal's ability to perform some kinds of tasks but not others. The abilities that are enhanced involve abstract judgment, as in analogical reasoning, matching proportions of physically unlike exemplars, and completing incomplete representations of action. The abilities that do not improve concern the location of items in space and the inferences one might make in attempting to obtain them. Representing items in space and making inferences about them could be done (...)
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  • Language acquisition in the absence of explicit negative evidence: how important is starting small?Douglas L. T. Rohde & David C. Plaut - 1999 - Cognition 72 (1):67-109.
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