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  1. A solution to Plato's problem: The latent semantic analysis theory of acquisition, induction, and representation of knowledge.Thomas K. Landauer & Susan T. Dumais - 1997 - Psychological Review 104 (2):211-240.
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  • Representing word meaning and order information in a composite holographic lexicon.Michael N. Jones & Douglas J. K. Mewhort - 2007 - Psychological Review 114 (1):1-37.
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  • Bootstrapping the Mind: Analogical Processes and Symbol Systems.Dedre Gentner - 2010 - Cognitive Science 34 (5):752-775.
    Human cognition is striking in its brilliance and its adaptability. How do we get that way? How do we move from the nearly helpless state of infants to the cognitive proficiency that characterizes adults? In this paper I argue, first, that analogical ability is the key factor in our prodigious capacity, and, second, that possession of a symbol system is crucial to the full expression of analogical ability.
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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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  • 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 construction based analysis of child directed speech.Thea Cameron-Faulkner, Elena Lieven & Michael Tomasello - 2003 - Cognitive Science 27 (6):843-873.
    The child directed speech of twelve English‐speaking motherswas analyzed in terms of utterance‐level constructions. First, the mothers' utterances were categorized in terms of general constructional categories such as Wh‐questions, copulas and transitives. Second, mothers' utterances within these categories were further specified in terms of the initial words that framed the utterance, item‐based phrases such as Are you …, I'll …, It's …, Let's …, What did … The findings were: (i) overall, only about 15% of all maternal utterances had SVO (...)
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  • Structured Semantic Knowledge Can Emerge Automatically from Predicting Word Sequences in Child-Directed Speech.Philip A. Huebner & Jon A. Willits - 2018 - Frontiers in Psychology 9.
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  • Human Behavior and the Principle of Least Effort. An Introduction to Human Ecology. George K. Zipf.Svend Riemer - 1950 - Philosophy of Science 17 (2):204-205.
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  • Serial Mechanisms in Lexical Access: The Rank Hypothesis.W. S. Murray & K. I. Forster - 2004 - Psychological Review 111 (3):721-756.
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  • Exploring socioeconomic differences in syntactic development through the lens of real-time processing.Yi Ting Huang, Kathryn Leech & Meredith L. Rowe - 2017 - Cognition 159:61-75.
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  • Going Beyond Input Quantity: Wh‐Questions Matter for Toddlers' Language and Cognitive Development.Meredith L. Rowe, Kathryn A. Leech & Natasha Cabrera - 2017 - Cognitive Science 41 (S1):162-179.
    There are clear associations between the overall quantity of input children are exposed to and their vocabulary acquisition. However, by uncovering specific features of the input that matter, we can better understand the mechanisms involved in vocabulary learning. We examine whether exposure to wh-questions, a challenging quality of the communicative input, is associated with toddlers' vocabulary and later verbal reasoning skills in a sample of low-income, African-American fathers and their 24-month-old children. Dyads were videotaped in free play sessions at home. (...)
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