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  1. Cue integration with categories: Weighting acoustic cues in speech using unsupervised learning and distributional statistics.Joseph C. Toscano & Bob McMurray - 2010 - Cognitive Science 34 (3):434.
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  • 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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  • The Sound Pattern of English.N. CHOMSKY - unknown
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  • "Schema abstraction" in a multiple-trace memory model.Douglas L. Hintzman - 1986 - Psychological Review 93 (4):411-428.
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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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  • Multilevel Exemplar Theory.Michael Walsh, Bernd Möbius, Travis Wade & Hinrich Schütze - 2010 - Cognitive Science 34 (4):537-582.
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  • Spoken language achieves robustness and evolvability by exploiting degeneracy and neutrality.Bodo Winter - 2014 - Bioessays 36 (10):960-967.
    As with biological systems, spoken languages are strikingly robust against perturbations. This paper shows that languages achieve robustness in a way that is highly similar to many biological systems. For example, speech sounds are encoded via multiple acoustically diverse, temporally distributed and functionally redundant cues, characteristics that bear similarities to what biologists call “degeneracy”. Speech is furthermore adequately characterized by neutrality, with many different tongue configurations leading to similar acoustic outputs, and different acoustic variants understood as the same by recipients. (...)
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  • Learning and morphological change.Mary Hare & Jeffrey L. Elman - 1995 - Cognition 56 (1):61-98.
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  • Stable or robust? What's the difference?Erica Jen - 2003 - Complexity 8 (3):12-18.
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