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  1. Language as shaped by the brain.Morten H. Christiansen & Nick Chater - 2008 - Behavioral and Brain Sciences 31 (5):489-509.
    It is widely assumed that human learning and the structure of human languages are intimately related. This relationship is frequently suggested to derive from a language-specific biological endowment, which encodes universal, but communicatively arbitrary, principles of language structure (a Universal Grammar or UG). How might such a UG have evolved? We argue that UG could not have arisen either by biological adaptation or non-adaptationist genetic processes, resulting in a logical problem of language evolution. Specifically, as the processes of language change (...)
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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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  • Memory constraints on infants’ cross-situational statistical learning.Haley A. Vlach & Scott P. Johnson - 2013 - Cognition 127 (3):375-382.
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  • Language Acquisition Meets Language Evolution.Nick Chater & Morten H. Christiansen - 2010 - Cognitive Science 34 (7):1131-1157.
    Recent research suggests that language evolution is a process of cultural change, in which linguistic structures are shaped through repeated cycles of learning and use by domain-general mechanisms. This paper draws out the implications of this viewpoint for understanding the problem of language acquisition, which is cast in a new, and much more tractable, form. In essence, the child faces a problem of induction, where the objective is to coordinate with others (C-induction), rather than to model the structure of the (...)
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  • A Developmental Approach to Machine Learning?Linda B. Smith & Lauren K. Slone - 2017 - Frontiers in Psychology 8.
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  • The spacing effect in children’s memory and category induction.Haley A. Vlach, Catherine M. Sandhofer & Nate Kornell - 2008 - Cognition 109 (1):163-167.
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  • Multiple Sensory‐Motor Pathways Lead to Coordinated Visual Attention.Chen Yu & Linda B. Smith - 2017 - Cognitive Science 41 (S1):5-31.
    Joint attention has been extensively studied in the developmental literature because of overwhelming evidence that the ability to socially coordinate visual attention to an object is essential to healthy developmental outcomes, including language learning. The goal of this study was to understand the complex system of sensory-motor behaviors that may underlie the establishment of joint attention between parents and toddlers. In an experimental task, parents and toddlers played together with multiple toys. We objectively measured joint attention—and the sensory-motor behaviors that (...)
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  • The Bursts and Lulls of Multimodal Interaction: Temporal Distributions of Behavior Reveal Differences Between Verbal and Non‐Verbal Communication.Drew H. Abney, Rick Dale, Max M. Louwerse & Christopher T. Kello - 2018 - Cognitive Science 42 (4):1297-1316.
    Recent studies of naturalistic face‐to‐face communication have demonstrated coordination patterns such as the temporal matching of verbal and non‐verbal behavior, which provides evidence for the proposal that verbal and non‐verbal communicative control derives from one system. In this study, we argue that the observed relationship between verbal and non‐verbal behaviors depends on the level of analysis. In a reanalysis of a corpus of naturalistic multimodal communication (Louwerse, Dale, Bard, & Jeuniaux, ), we focus on measuring the temporal patterns of specific (...)
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  • Quantity and Diversity: Simulating Early Word Learning Environments.Jessica L. Montag, Michael N. Jones & Linda B. Smith - 2018 - Cognitive Science 42 (S2):375-412.
    The words in children's language learning environments are strongly predictive of cognitive development and school achievement. But how do we measure language environments and do so at the scale of the many words that children hear day in, day out? The quantity and quality of words in a child's input are typically measured in terms of total amount of talk and the lexical diversity in that talk. There are disagreements in the literature whether amount or diversity is the more critical (...)
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  • Reinforcement as consolidation.T. K. Landauer - 1969 - Psychological Review 76 (1):82-96.
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  • Markers of Topical Discourse in Child‐Directed Speech.Hannah Rohde & Michael C. Frank - 2014 - Cognitive Science 38 (8):1634-1661.
    Although the language we encounter is typically embedded in rich discourse contexts, many existing models of processing focus largely on phenomena that occur sentence-internally. Similarly, most work on children's language learning does not consider how information can accumulate as a discourse progresses. Research in pragmatics, however, points to ways in which each subsequent utterance provides new opportunities for listeners to infer speaker meaning. Such inferences allow the listener to build up a representation of the speakers' intended topic and more generally (...)
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  • The effect of sequence of presentation of similar items on the learning of paired associates.Robert M. Gagné - 1950 - Journal of Experimental Psychology 40 (1):61.
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