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  1. Visual statistical learning in infancy: evidence for a domain general learning mechanism.Natasha Z. Kirkham, Jonathan A. Slemmer & Scott P. Johnson - 2002 - Cognition 83 (2):B35-B42.
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  • (1 other version)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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  • (1 other version)Implicit learning and statistical learning: One phenomenon, two approaches.Pierre Perruchet & Sebastien Pacton - 2006 - Trends in Cognitive Sciences 10 (5):233-238.
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  • (1 other version)Fading out of the rule vs. no-rule.Pierre Perruchet & Sebastien Pacton - 2006 - Trends in Cognitive Sciences 10 (5):233-238.
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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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  • Lexical and Sublexical Units in Speech Perception.Ibrahima Giroux & Arnaud Rey - 2009 - Cognitive Science 33 (2):260-272.
    Saffran, Newport, and Aslin (1996a) found that human infants are sensitive to statistical regularities corresponding to lexical units when hearing an artificial spoken language. Two sorts of segmentation strategies have been proposed to account for this early word‐segmentation ability: bracketing strategies, in which infants are assumed to insert boundaries into continuous speech, and clustering strategies, in which infants are assumed to group certain speech sequences together into units (Swingley, 2005). In the present study, we test the predictions of two computational (...)
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  • Metatheory of storage capacity limits.Nelson Cowan - 2001 - Behavioral and Brain Sciences 24 (1):154-176.
    Commentators expressed a wide variety of views on whether there is a basic capacity limit of 3 to 5 chunks and, among those who believe in it, about why it occurs. In this response, I conclude that the capacity limit is real and that the concept is strengthened by additional evidence offered by a number of commentators. I consider various arguments why the limit occurs and try to organize these arguments into a conceptual framework or “metatheory” of storage capacity limits (...)
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  • Words in a sea of sounds: the output of infant statistical learning.Jenny R. Saffran - 2001 - Cognition 81 (2):149-169.
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  • MDLChunker: A MDL-Based Cognitive Model of Inductive Learning.Vivien Robinet, Benoît Lemaire & Mirta B. Gordon - 2011 - Cognitive Science 35 (7):1352-1389.
    This paper presents a computational model of the way humans inductively identify and aggregate concepts from the low-level stimuli they are exposed to. Based on the idea that humans tend to select the simplest structures, it implements a dynamic hierarchical chunking mechanism in which the decision whether to create a new chunk is based on an information-theoretic criterion, the Minimum Description Length (MDL) principle. We present theoretical justifications for this approach together with results of an experiment in which participants, exposed (...)
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  • Developmental changes in visual short-term memory in infancy: evidence from eye-tracking.Lisa M. Oakes, Heidi A. Baumgartner, Frederick S. Barrett, Ian M. Messenger & Steven J. Luck - 2013 - Frontiers in Psychology 4.
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  • Modeling human performance in statistical word segmentation.Michael C. Frank, Sharon Goldwater, Thomas L. Griffiths & Joshua B. Tenenbaum - 2010 - Cognition 117 (2):107-125.
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