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pro vyhledávání: '"LaTourrette, Alexander S."'
Publikováno v:
Proceedings of the National Academy of Sciences of the United States of America, 2020 Sep 01. 117(35), 21230-21234.
Externí odkaz:
https://www.jstor.org/stable/26968793
Akademický článek
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Publikováno v:
Proceedings of the Annual Meeting of the Cognitive Science Society, vol 45, iss 45
A central challenge of cross-situational word learning is retaining word-referent mappings across exposures. We evaluate Memory-Bound Pursuit (MBP), a hypothesis-testing model of cross-situational word-learning which aims to account for learners’ m
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=od_______325::f7aed142674b7cd6b787ee791830e3e3
https://escholarship.org/uc/item/26c2339w
https://escholarship.org/uc/item/26c2339w
Publikováno v:
Proceedings of the Annual Meeting of the Cognitive Science Society, vol 45, iss 45
By 24 months, children rapidly infer the meanings of words from sentence context: for instance, inferring from “She eats the dax” that “dax” refers to a food item. However, prior work has typically presented these informative sentence context
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=od_______325::d855a5c197e5a4050d71b7809f59f608
https://escholarship.org/uc/item/3c2929d2
https://escholarship.org/uc/item/3c2929d2
Publikováno v:
Proceedings of the Annual Meeting of the Cognitive Science Society, vol 45, iss 45
Previous research suggests that a verb’s meaning is learned partly through the aggregated profile of syntactic frames associated with it. For example, “turn” occurs with transitive and intransitive frames in causative alternation (“He turned
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=od_______325::3944c91b50eb002289f0480f144e3270
https://escholarship.org/uc/item/17h4456z
https://escholarship.org/uc/item/17h4456z
Publikováno v:
Proceedings of the Annual Meeting of the Cognitive Science Society, vol 44, iss 44
Previous research suggests that a verb’s meaning is learned partly through the aggregated profile of syntactic frames associated with it. For example, “turn” occurs with transitive and intransitive frames in causative alternation (“He turned
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=od_______325::a7383a21a3fb966f51f7a900f0f682ae
https://escholarship.org/uc/item/4zd4h6k5
https://escholarship.org/uc/item/4zd4h6k5
Publikováno v:
Proceedings of the Annual Meeting of the Cognitive Science Society, vol 44, iss 44
Infants’ earliest words are learned by observation of the referent world, but substantial research suggests such learning is highly error-prone. However, recent work suggests that even learners’ incorrect guesses may fall within the correct meani
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=od_______325::2f710977c9e8d4200516b220f01ff2f6
https://escholarship.org/uc/item/0fr8353p
https://escholarship.org/uc/item/0fr8353p
Publikováno v:
Proceedings of the Annual Meeting of the Cognitive Science Society, vol 43, iss 43
Children and adults use linguistic context to learn new words. For instance, in “She wears the dax,” “dax” likely refers to clothing. We asked whether learners retain these constraints across ambiguous word-learning exposures. Adults (n=139)
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=od_______325::1f67a4c62679184844ca2fa8b61ec85c
https://escholarship.org/uc/item/16j0z2g7
https://escholarship.org/uc/item/16j0z2g7