Sun, 27 Jul 2008 06:23:05 BST CiteULike: briordan's watchlist http://www.citeulike.org/user/briordan/watchlist CiteULike.org en-gb Copyright © 2004-2008 citeulike.org http://www.citeulike.org/user/gcrost/article/3020864 <i>Behavioral and Brain Sciences, Vol. 31, No. 3. (2008), pp. 321-331.</i> Précis of Neuroconstructivism: How the Brain Constructs Cognition Sylvain Sirois Michael Spratling Michael Thomas Gert Westermann Denis Mareschal Mark Johnson Behavioral and Brain Sciences, Vol. 31, No. 3. (2008), pp. 321-331. 2008-07-19T13:10:09-00:00 2008 Behavioral and Brain Sciences 31 3 321 331 neuroconstructivism http://www.citeulike.org/user/gcrost/article/3006878 <i>Developmental Science, Vol. 11, No. 1. (2008), pp. 122-134.</i><br /><br />Over the course of the first year of life, infants develop from being generalized listeners, capable of discriminating both native and non-native speech contrasts, into specialized listeners whose discrimination patterns closely reflect the phonetic system of the native language(s). Recent work by Maye, Werker and Gerken (2002) has proposed a statistical account for this phenomenon, showing that infants may lose the ability to discriminate some foreign language contrasts on the basis of their sensitivity to the statistical distribution of sounds in the input language. In this paper we examine the process of enhancement in infant speech perception, whereby initially difficult phonetic contrasts become better discriminated when they define two categories that serve a functional role in the native language. In particular, we demonstrate that exposure to a bimodal statistical distribution in 8-month-old infants' phonetic input can lead to increased discrimination of difficult contrasts. In addition, this exposure also facilitates discrimination of an unfamiliar contrast sharing the same phonetic feature as the contrast presented during familiarization, suggesting that infants extract acoustic/phonetic information that is invariant across an abstract featural representation. Statistical phonetic learning in infants: facilitation and feature generalization Jessica Maye Daniel Weiss Richard Aslin Developmental Science, Vol. 11, No. 1. (2008), pp. 122-134. 2008-07-15T20:19:05-00:00 2008 Developmental Science 11 1 122 134 infant speech-perception statistical-learning http://www.citeulike.org/user/gcrost/article/3006717 <i>Perception & psychophysics, Vol. 38, No. 5. (November 1985), pp. 397-407.</i> Limitations of context conditioned effects in the perception of [b] and [w]. PC Shinn SE Blumstein A Jongman Perception & psychophysics, Vol. 38, No. 5. (November 1985), pp. 397-407. 2008-07-15T18:45:54-00:00 1985 Perception & psychophysics 0031-5117 38 5 397 407 cue-integration speech-perception http://www.citeulike.org/user/gcrost/article/3006701 <i>Journal of Experimental Psychology: Human Perception and Performance., Vol. 15, No. 3. (August 1989), pp. 567-575.</i> Lexical effects on the phonetic categorization of speech: The role of acoustic structure Martha Burton Shari Baum Sheila Blumstein Journal of Experimental Psychology: Human Perception and Performance., Vol. 15, No. 3. (August 1989), pp. 567-575. 2008-07-15T18:26:10-00:00 1989 Journal of Experimental Psychology: Human Perception and Performance. 15 3 567 575 lexical-access speech-perception http://www.citeulike.org/user/gcrost/article/3006695 <i>Journal of Experimental Psychology: Human Perception and Performance., Vol. 21, No. 5. (October 1995), pp. 1230-1235.</i> Lexical effects on phonetic categorization: The role of stimulus naturalness and stimulus quality Martha Burton Sheila Blumstein Journal of Experimental Psychology: Human Perception and Performance., Vol. 21, No. 5. (October 1995), pp. 1230-1235. 2008-07-15T18:24:02-00:00 1995 Journal of Experimental Psychology: Human Perception and Performance. 21 5 1230 1235 lexical-access speech-perception http://www.citeulike.org/user/gcrost/article/2989253 <i>Psychological Science, Vol. 19, No. 5. (2008), pp. 515-523.</i><br /><br />ABSTRACT—Infants' prelinguistic vocalizations are rarely considered relevant for communicative development. As a result, there are few studies of mechanisms underlying developmental changes in prelinguistic vocal production. Here we report the first evidence that caregivers' speech to babbling infants provides crucial, real-time guidance to the development of prelinguistic vocalizations. Mothers of 9.5-month-old infants were instructed to provide models of vocal production timed to be either contingent or noncontingent on their infants' babbling. Infants given contingent feedback rapidly restructured their babbling, incorporating phonological patterns from caregivers' speech, but infants given noncontingent feedback did not. The new vocalizations of the infants in the contingent condition shared phonological form but not phonetic content with their mothers' speech. Thus, prelinguistic infants learned new vocal forms by discovering phonological patterns in their mothers' contingent speech and then generalizing from these patterns. Social Feedback to Infants' Babbling Facilitates Rapid Phonological Learning Michael Goldstein Jennifer Schwade Psychological Science, Vol. 19, No. 5. (2008), pp. 515-523. 2008-07-11T18:42:25-00:00 2008 Psychological Science 19 5 515 523 babble infant phonological-development http://www.citeulike.org/user/gcrost/article/2971066 <i>Journal of Neurolinguistics, Vol. 19, No. 6. (November 2006), pp. 431-454.</i><br /><br />In ERP studies of adults, semantic incongruities elicit a late negative response called the N400. Recently it was demonstrated that the amplitude of the N400 is sensitive to the organization of semantic categories in memory. The present study sought to investigate whether a similar incongruity response can be identified in children in their second year of life and whether this response is sensitive to category relationships at this early stage of lexical acquisition. In a picture-word mismatch paradigm with basic-level words, 20-month-olds displayed an N400-like incongruity effect. The incongruity response was earlier and larger for between-category violations than for within-category violations when each of the two violation types was compared to a control condition. This suggests that the N400 component is already sensitive to the semantic organization of the mental lexicon in toddlers, and may serve as a useful tool in the study of phenomena in lexical development such as overextension. Some behavioral studies have suggested that toddler's overextensions of basic-level words result from oversized conceptual categories. This is at odds with the present finding of incongruity responses even to within-category violations. Semantic organization of basic-level words in 20-month-olds: An ERP study Janne Torkildsen Tuva Sannerud Gro Syversen Rune Thormodsen Hanne Simonsen Inger Moen Lars Smith Magnus Lindgren doi:10.1016/j.jneuroling.2006.01.002 Journal of Neurolinguistics, Vol. 19, No. 6. (November 2006), pp. 431-454. 2008-07-07T21:53:21-00:00 2006 Journal of Neurolinguistics 19 6 431 454 erp infant semantic-associations http://www.citeulike.org/user/gcrost/article/2960494 <i>Journal of Abnormal Child Psychology, Vol. 32, No. 4. (August 2004)</i><br /><br />Clinic and forensic studies have reported high rates of language impairments in conduct disordered and incarcerated youth. In community samples followed to early adolescence, speech and language impairments have been linked to attention deficits and internalizing problems, rather than conduct problems, delinquency, or aggression. This study examines the young adult antisocial outcomes of speech or language impaired children. Language impaired boys had higher levels of parent-rated delinquency symptoms by age 19 than boys without language impairment, controlled for verbal IQ and for demographic and family variables. Language impaired boys did not differ from controls in self-reported delinquency or aggression symptoms on a standardized checklist; however, language impaired boys reported higher rates of arrests and convictions than controls. Language impairment was not related to aggression or delinquency in girls. We examine alternate models of the interrelationships between language, academics, and behavior, at ages 5, 12, and 19. [ABSTRACT FROM AUTHOR] Early Language Impairment and Young Adult Delinquent and Aggressive Behavior EB Brownlie Joseph Beitchman Michael Escobar Arlene Young Leslie Atkinson Carla Johnson Beth Wilson Lori Douglas Journal of Abnormal Child Psychology, Vol. 32, No. 4. (August 2004) 2008-07-03T20:34:47-00:00 2004 Journal of Abnormal Child Psychology 32 4 adolescence sli http://www.citeulike.org/user/gcrost/article/2954807 <i>Cognition, Vol. In Press, Corrected Proof</i><br /><br />Previous research has shown that infants match vowel sounds to facial displays of vowel articulation [Kuhl, P. K., & Meltzoff, A. N. (1982). The bimodal perception of speech in infancy. Science, 218, 1138-1141; Patterson, M. L., & Werker, J. F. (1999). Matching phonetic information in lips and voice is robust in 4.5-month-old infants. Infant Behaviour & Development, 22, 237-247], and integrate seen and heard speech sounds [Rosenblum, L. D., Schmuckler, M. A., & Johnson, J. A. (1997). The McGurk effect in infants. Perception & Psychophysics, 59, 347-357; Burnham, D., & Dodd, B. (2004). Auditory-visual speech integration by prelinguistic infants: Perception of an emergent consonant in the McGurk effect. Developmental Psychobiology, 45, 204-220]. However, the role of visual speech in language development remains unknown. Our aim was to determine whether seen articulations enhance phoneme discrimination, thereby playing a role in phonetic category learning. We exposed 6-month-old infants to speech sounds from a restricted range of a continuum between /ba/ and /da/, following a unimodal frequency distribution. Synchronously with these speech sounds, one group of infants (the two-category group) saw a visual articulation of a canonical /ba/ or /da/, with the two alternative visual articulations, /ba/ and /da/, being presented according to whether the auditory token was on the /ba/ or /da/ side of the midpoint of the continuum. Infants in a second (one-category) group were presented with the same unimodal distribution of speech sounds, but every token for any particular infant was always paired with the same syllable, either a visual /ba/ or a visual /da/. A stimulus-alternation preference procedure following the exposure revealed that infants in the former, and not in the latter, group discriminated the /ba/-/da/ contrast. These results not only show that visual information about speech articulation enhances phoneme discrimination, but also that it may contribute to the learning of phoneme boundaries in infancy. Visual speech contributes to phonetic learning in 6-month-old infants Tuomas Teinonen Richard Aslin Paavo Alku Gergely Csibra doi:10.1016/j.cognition.2008.05.009 Cognition, Vol. In Press, Corrected Proof 2008-07-03T02:07:09-00:00 Cognition In Press, Corrected Proof infant speech-perception http://www.citeulike.org/user/gcrost/article/2948575 <i>Journal of Forensic Psychology Practice, Vol. 2, No. 2. (2002), pp. 89-97.</i> Advocating a Functional Approach to Determining Adjudicative Competency in Juveniles Naomi Goldstein Marchelle Thomson Douglas Osman Lois Oberlander Journal of Forensic Psychology Practice, Vol. 2, No. 2. (2002), pp. 89-97. 2008-07-01T15:05:42-00:00 2002 Journal of Forensic Psychology Practice 2 2 89 97 adolescence miranda http://www.citeulike.org/user/gcrost/article/2948541 <i>Assessment, Vol. 10, No. 4. (1 December 2003), pp. 359-369.</i><br /><br />This study examined whether age, IQ, and history of special education predicted Miranda rights comprehension and the self-reported tendency to falsely confess to a crime among 55 delinquent boys. The Miranda Rights Comprehension Instruments-II, a revised version of Grisso's Instruments for Assessing Understanding and Appreciation of Miranda Rights, were developed for this study and are described in detail in this article. Results revealed that age, IQ, and special education were related to comprehension of Miranda rights. When Miranda comprehension, age, and IQ were simultaneously tested as predictor variables of the self-reported likelihood of false confessions, only age served as an independent predictor. Research and policy implications of this study are presented, and recommendations for use of the original and revised instruments are reviewed. 10.1177/1073191103259535 Juvenile Offenders' Miranda Rights Comprehension and Self-Reported Likelihood of Offering False Confessions Naomi Goldstein Lois Condie Rachel Kalbeitzer Douglas Osman Jessica Geier doi:10.1177/1073191103259535 Assessment, Vol. 10, No. 4. (1 December 2003), pp. 359-369. 2008-07-01T14:57:50-00:00 2003 Assessment 10 4 359 369 adolescence miranda http://www.citeulike.org/user/gcrost/article/2647061 <i>Cognition, Vol. In Press, Corrected Proof</i><br /><br />The present study investigated whether lexical access is affected by a regular phonological variation in connected speech: voice assimilation in French. Two associative priming experiments were conducted to determine whether strongly assimilated, potentially ambiguous word forms activate the conceptual representation of the underlying word. Would the ambiguous word form [sud] (either assimilated soute `hold' or soude `soda') facilitate "bagage" `luggage', which is semantically related to soute but not to soude? In Experiment 1, words in either canonical or strongly assimilated form were presented as primes. Both forms primed their related target to the same extent. Potential lexical ambiguity did not modulate priming effects. In Experiment 2, the primes such as assimilated soute pronounced [sud] used in Experiment 1 were replaced with primes such as soude canonically pronounced [sud]. No semantic priming effect was obtained with these primes. Therefore, the effect observed for assimilated forms in Experiment 1 cannot be due to overall phonological proximity between canonical and assimilated forms. We propose that listeners must recover the intended words behind the assimilated forms through the exploitation of the remaining traces of the underlying form, however subtle these traces may be. On the role of regular phonological variation in lexical access: Evidence from voice assimilation in French Natalie Snoeren Juan Segui Pierre Halle doi:10.1016/j.cognition.2008.02.008 Cognition, Vol. In Press, Corrected Proof 2008-04-09T19:00:53-00:00 Cognition In Press, Corrected Proof lexical-access phonotactics semantic-associations http://www.citeulike.org/user/gcrost/article/2948504 <i>Cognition, Vol. 83, No. 2. (March 2002), pp. B35-B42.</i><br /><br />The rapidity with which infants come to understand language and events in their surroundings has prompted speculation concerning innate knowledge structures that guide language acquisition and object knowledge. Recently, however, evidence has emerged that by 8 months, infants can extract statistical patterns in auditory input that are based on transitional probabilities defining the sequencing of the input's components (Science 274 (1996) 1926). This finding suggests powerful learning mechanisms that are functional in infancy, and raises questions about the domain generality of such mechanisms. We habituated 2-, 5-, and 8-month-old infants to sequences of discrete visual stimuli whose ordering followed a statistically predictable pattern. The infants subsequently viewed the familiar pattern alternating with a novel sequence of identical stimulus components, and exhibited significantly greater interest in the novel sequence at all ages. These results provide support for the likelihood of domain general statistical learning in infancy, and imply that mechanisms designed to detect structure inherent in the environment may play an important role in cognitive development. Visual statistical learning in infancy: evidence for a domain general learning mechanism Natasha Kirkham Jonathan Slemmer Scott Johnson doi:10.1016/S0010-0277(02)00004-5 Cognition, Vol. 83, No. 2. (March 2002), pp. B35-B42. 2008-07-01T14:42:36-00:00 2002 Cognition 83 2 B35 B42 infant statistical-learning http://www.citeulike.org/user/gcrost/article/2948493 <i>Cognition, Vol. 108, No. 2. (August 2008), pp. 466-476.</i><br /><br />The English plural is about the number of individuals in a set of like kinds. Two-year-old children use the plural but do not do so in all obligatory contexts. The present report asks whether the limitations on their production of the plural are related to aspects of meaning. In two Experiments plural productions were elicited from 2-year-old children for sets of size two and four and for instances of basic-level categories that were either similar or identical. Children were much more likely to produce the plural of these well-known nouns when there were four rather than two and when the instances were identical rather than merely similar. The results provide new evidence on children's acquisition of the English plural, showing that children's early productions are not just limited by knowledge of the noun and its plural form but also is limited by properties of the labeled sets in ways that are relevant to the underlying meaning of the plural. Meaning matters in children's plural productions Jennifer Zapf Linda Smith doi:10.1016/j.cognition.2008.03.008 Cognition, Vol. 108, No. 2. (August 2008), pp. 466-476. 2008-07-01T14:40:13-00:00 2008 Cognition 108 2 466 476 grammar preschool-age semantic-associations http://www.citeulike.org/user/gcrost/article/2942028 <i>Psychological Science, Vol. 19, No. 6. (2008), pp. 585-592.</i> Learning concepts and categories: Is spacing the "enemy of induction"? Nate Kornell Robert Bjork Psychological Science, Vol. 19, No. 6. (2008), pp. 585-592. 2008-06-29T19:25:39-00:00 2008 Psychological Science 19 6 585 592 categorization http://www.citeulike.org/user/gcrost/article/2904271 <i>Developmental Science, Vol. 11, No. 4. (July 2008), pp. 516-524.</i> Do children with autism switch off to speech sounds? An investigation using event-related potentials Whitehouse JO Andrew Bishop VM Dorothy doi:10.1111/j.1467-7687.2008.00697.x Developmental Science, Vol. 11, No. 4. (July 2008), pp. 516-524. 2008-06-18T05:48:51-00:00 2008 Developmental Science 1363-755X 11 4 516 524 Blackwell Publishing autism speech-perception http://www.citeulike.org/user/gcrost/article/2889555 <i>Percept Psychophys, Vol. 32, No. 2. (1982), pp. 141-152.</i><br /><br />Several experiments investigate voicing judgments in minimal pairs like rabid-rapid when the duration of the first vowel and the medial stop are varied factorially and other cues for voicing remain ambiguous. In Experiments 1 and 2, in which synthetic labial and velar-stop voicing pairs are investigated, the perceptual boundary along a continuum of silent consonant durations varies in constant proportion to increases in the duration of the preceding vocalic interval. In Experiment 3, it is shown that speaking tempo external to the test word has far smaller effects on a closure duration boundary for voicing than does the tempo within the test word. Experiment 4 shows that, even within the word, it is primarily the preceding vowel that accounts for changes in the consonant duration effects. Furthermore, in Experiments 3 and 4, the effects of timing outside the vowel-consonant interval are independent of the duration of that interval itself. These findings suggest that consonant/vowel ratio serves as a primary acoustic cue for English voicing in syllable-final position and imply that this ratio possibly is directly extracted from the speech signal. Consonant/vowel ratio as a cue for voicing in English. RF Port J Dalby Percept Psychophys, Vol. 32, No. 2. (1982), pp. 141-152. 2008-06-12T15:24:11-00:00 1982 Percept Psychophys 32 2 141 152 prediss speech-perception http://www.citeulike.org/user/gcrost/article/2827837 <i>Cortex, Vol. 42, No. 6. (2006), pp. 846-854.</i><br /><br />This paper reviews studies of language processing with the aim of establishing whether any type of statistical information embedded in linguistic signals can be exploited by the language learner. The constraints as to the information that can be so used, we will argue, should be used to inform theories of language acquisition. We present two experiments with their respective controls. Both show that consonants (Cs) are much more suitable than vowels (Vs) to parse speech streams using statistical dependencies. These experiments use streams composed of items in which statistical information is carried either by the sequence of consonants or by the sequence of vowels. Both kinds of items are simultaneously present is the speech stream but, crucially, their overlap is only partial. Since the location of dips in transitional probabilities (TPs) between adjacent syllables differ for the first and the second type of sequences, we can explore whether consonants and vowels are equally efficient segments to parse signals. Our results show that "consonant words" (CW) are significantly preferred over "vowel words" (VW). We discuss the implication of our results for models of language acquisition. The "Soul" of Language does not use Statistics: Reflections on Vowels and Consonants Jacques Mehler Marcela Peña Marina Nespor Luca Bonatti doi:10.1016/S0010-9452(08)70427-1 Cortex, Vol. 42, No. 6. (2006), pp. 846-854. 2008-05-24T13:47:50-00:00 2006 Cortex 42 6 846 854 statistical-learning vowels-consonants http://www.citeulike.org/user/gcrost/article/2813433 <i>Nature (4 May 2008)</i> Neural substrates of vocalization feedback monitoring in primate auditory cortex Steven Eliades Xiaoqin Wang Nature (4 May 2008) 2008-05-19T15:20:26-00:00 2008 Nature motor-speech neoruanatomy http://www.citeulike.org/user/gcrost/article/2783165 <i>The Journal of the Acoustical Society of America, Vol. 88, No. 2. (August 1990), pp. 642-654.</i> The role of perceived speaker identity in F0 normalization of vowels Keith Johnson The Journal of the Acoustical Society of America, Vol. 88, No. 2. (August 1990), pp. 642-654. 2008-05-10T19:12:11-00:00 1990 The Journal of the Acoustical Society of America 88 2 642 654 speech-perception talker-familiarity http://www.citeulike.org/user/gcrost/article/2750634 <i>Cognition, Vol. 107, No. 3. (June 2008), pp. 946-977.</i><br /><br />Sixty-five children with specific reading disability (SRD), 25 children with specific language impairment (SLI), and 37 age-matched controls were tested for their frequency discrimination, rapid auditory processing, vowel discrimination, and consonant-vowel discrimination. Subgroups of children with SRD or SLI produced abnormal frequency discrimination (42%), rapid auditory processing (12%), vowel discrimination (23%), or consonant-vowel discrimination (18%) thresholds for their age. Twenty-eight of these children trained on a programme that targeted their specific auditory processing deficit for 6 weeks. Twenty-five of these 28 trainees produced normal thresholds for their targeted processing skill after training. These gains were not explained by gains in auditory attention, in the ability to do psychophysical tasks in general, or by test-retest effects. The 25 successful trainees also produced significantly higher scores on spoken language and spelling tests after training. However, an untrained control group showed test-retest effects on the same tests. These results suggest that auditory processing deficits can be treated successfully in children with SRD and SLI but that this does not help them acquire new reading, spelling, or spoken language skills. Auditory processing deficits in children with reading and language impairments: Can they (and should they) be treated? GM Mcarthur D Ellis CM Atkinson M Coltheart doi:10.1016/j.cognition.2007.12.005 Cognition, Vol. 107, No. 3. (June 2008), pp. 946-977. 2008-05-03T20:37:40-00:00 2008 Cognition 107 3 946 977 literacy sli http://www.citeulike.org/user/gcrost/article/2750629 <i>Cognition, Vol. 107, No. 3. (June 2008), pp. 932-945.</i><br /><br />In learning mathematics, children must master fundamental logical relationships, including the inverse relationship between addition and subtraction. At the start of elementary school, children lack generalized understanding of this relationship in the context of exact arithmetic problems: they fail to judge, for example, that 12 + 9 - 9 yields 12. Here, we investigate whether preschool children's approximate number knowledge nevertheless supports understanding of this relationship. Five-year-old children were more accurate on approximate large-number arithmetic problems that involved an inverse transformation than those that did not, when problems were presented in either non-symbolic or symbolic form. In contrast they showed no advantage for problems involving an inverse transformation when exact arithmetic was involved. Prior to formal schooling, children therefore show generalized understanding of at least one logical principle of arithmetic. The teaching of mathematics may be enhanced by building on this understanding. Children's understanding of the relationship between addition and subtraction Camilla Gilmore Elizabeth Spelke doi:10.1016/j.cognition.2007.12.007 Cognition, Vol. 107, No. 3. (June 2008), pp. 932-945. 2008-05-03T20:36:43-00:00 2008 Cognition 107 3 932 945 development mathematics http://www.citeulike.org/user/gcrost/article/2750622 <i>Journal of Phonetics, Vol. 36, No. 2. (April 2008), pp. 308-317.</i><br /><br />The purpose of the study was to compare the voice onset times (VOTs) produced by men and women in isolated syllable utterances. Forty male and 40 female speakers of English repeated a series of CV syllables five times each. The syllables were comprised of the plosives /p/, /t/, /k/, /b/, /d/, and /g/ in combination with the vowels /[alpha]/, /i/, and /u/. VOTs were measured from the middle three syllables from each series using a combination of sound spectrogram and oscillogram displays on a computer. No significant differences occurred between the VOTs of the men and women. Significant VOT differences occurred across the vowels, with the plosives before /[alpha]/ having shorter VOTs than those before /i/ or /u/. In addition, the VOTs varied by place of production with longer VOTs for alveolar and velar plosives than for bilabial ones. The findings indicated that the speaker's sex was not a factor associated with VOT variability. Voice onset time differences between adult males and females: Isolated syllables Richard Morris Christopher Mccrea Kaileen Herring doi:10.1016/j.wocn.2007.06.003 Journal of Phonetics, Vol. 36, No. 2. (April 2008), pp. 308-317. 2008-05-03T20:34:52-00:00 2008 Journal of Phonetics 36 2 308 317 speech-perception http://www.citeulike.org/user/gcrost/article/2750617 <i>Trends in Cognitive Sciences, Vol. 12, No. 5. (May 2008), pp. 187-192.</i><br /><br />On the 30th anniversary of Premack and Woodruff's seminal paper asking whether chimpanzees have a theory of mind, we review recent evidence that suggests in many respects they do, whereas in other respects they might not. Specifically, there is solid evidence from several different experimental paradigms that chimpanzees understand the goals and intentions of others, as well as the perception and knowledge of others. Nevertheless, despite several seemingly valid attempts, there is currently no evidence that chimpanzees understand false beliefs. Our conclusion for the moment is, thus, that chimpanzees understand others in terms of a perception-goal psychology, as opposed to a full-fledged, human-like belief-desire psychology. Does the chimpanzee have a theory of mind? 30 years later Josep Call Michael Tomasello doi:10.1016/j.tics.2008.02.010 Trends in Cognitive Sciences, Vol. 12, No. 5. (May 2008), pp. 187-192. 2008-05-03T20:33:29-00:00 2008 Trends in Cognitive Sciences 12 5 187 192 chimp theory-of-mind http://www.citeulike.org/user/gcrost/article/1156881 <i>Psychological Science, Vol. 18, No. 1. (January 2007), pp. 35-39.</i> Sleep-Associated Changes in the Mental Representation of Spoken Words Nicolas Dumay Gareth Gaskell doi:10.1111/j.1467-9280.2007.01845.x Psychological Science, Vol. 18, No. 1. (January 2007), pp. 35-39. 2007-03-13T01:31:32-00:00 2007 Psychological Science 0956-7976 18 1 35 39 Blackwell Publishing nap word-learning http://www.citeulike.org/user/gcrost/article/2537315 <i>Cognition, Vol. 107, No. 1. (April 2008), pp. 238-265.</i><br /><br />We explore whether infants can learn novel phonological alternations on the basis of distributional information. In Experiment 1, two groups of 12-month-old infants were familiarized with artificial languages whose distributional properties exhibited either stop or fricative voicing alternations. At test, infants in the two exposure groups had different preferences for novel sequences involving voiced and voiceless stops and fricatives, suggesting that each group had internalized a different familiarization alternation. In Experiment 2, 8.5-month-olds exhibited the same patterns of preference. In Experiments 3 and 4, we investigated whether infants' preferences were driven solely by preferences for sequences of high transitional probability. Although 8.5-month-olds in Experiment 3 were sensitive to the relative probabilities of sequences in the familiarization stimuli, only 12-month-olds in Experiment 4 showed evidence of having grouped alternating segments into a single functional category. Taken together, these results suggest a developmental trajectory for the acquisition of phonological alternations using distributional cues in the input. Rapid acquisition of phonological alternations by infants Katherine White Sharon Peperkamp Cecilia Kirk James Morgan doi:10.1016/j.cognition.2007.11.012 Cognition, Vol. 107, No. 1. (April 2008), pp. 238-265. 2008-03-15T16:42:48-00:00 2008 Cognition 107 1 238 265 speech-perception statistical-learning http://www.citeulike.org/user/gcrost/article/2453449 <i>Journal of Memory and Language, Vol. 58, No. 3. (April 2008), pp. 815-836.</i><br /><br />Theoretical accounts of both speech perception and of short term memory must consider the extent to which perceptual representations of speech sounds might survive in relatively unprocessed form. This paper describes a novel version of the serial recall task that can be used to explore this area of shared interest. In immediate recall of digit sequences, a recall advantage for the final item in spoken rather than written lists has been interpreted as evidence for a precategorical acoustic store (PAS). Three experiments are reported in which participants recalled lists of digits presented with synchronised speech and visual displays, with spoken items degraded by narrow band-pass filtering or by signal processing techniques that eliminate formant cues. Although simultaneous provision of top-down cues from the visual display creates an illusion of speech clarity, memory for terminal list items reflected the intelligibility of the speech signal rather than listeners' perceptual experience. Recall of bimodally presented lists is apparently supported by information retrieved from an acoustic memory trace that is unmodified by top-down influences. This finding supports the PAS hypothesis, but is inconsistent with predictions generated by interactive processing models of speech perception. Precategorical acoustic storage and the perception of speech Clive Frankish doi:10.1016/j.jml.2007.06.003 Journal of Memory and Language, Vol. 58, No. 3. (April 2008), pp. 815-836. 2008-03-01T19:01:41-00:00 2008 Journal of Memory and Language 58 3 815 836 speech-perception http://www.citeulike.org/user/gcrost/article/2370173 <i>Journal of Phonetics, Vol. 36, No. 1. (January 2008), pp. 28-54.</i><br /><br />Several fixed classification experiments test the hypothesis that F1, f0, and closure voicing covary between intervocalic stops contrasting for [voice] because they integrate perceptually. The perceptual property produced by the integration of these acoustic properties was at first predicted to be the presence of low-frequency energy in the vicinity of the stop, which is considerable in [+voice] stops but slight in [-voice] stops. Both F1 and f0 at the edges of vowels flanking the stop were found to integrate perceptually with the continuation of voicing into the stop, but not to integrate with one another. These results indicate that the perceptually relevant property is instead the continuation of low-frequency energy across the vowel-consonant border and not merely the amount of low-frequency energy present near the stop. Other experiments establish that neither F1 nor f0 at vowel edge integrate perceptually with closure duration, which shows that only auditorily similar properties integrate and not any two properties that reliably covary. Finally, the experiments show that these acoustic properties integrate perceptually (or fail to) in the same way in non-speech analogues as in the original speech. This result indicates that integration arises from the auditory similarity of certain acoustic correlates of the [voice] contrast. On the internal perceptual structure of distinctive features: The [voice] contrast John Kingston Randy Diehl Cecilia Kirk Wendy Castleman doi:10.1016/j.wocn.2007.02.001 Journal of Phonetics, Vol. 36, No. 1. (January 2008), pp. 28-54. 2008-02-13T16:06:44-00:00 2008 Journal of Phonetics 36 1 28 54 allophone speech-perception http://www.citeulike.org/user/gcrost/article/2329560 <i>Journal of Memory and Language, Vol. 58, No. 2. (February 2008), pp. 327-346.</i><br /><br />A key question in language processing concerns the rule-like nature of many aspects of grammar. Much research on this topic has focused on English past tense morphology, which comprises a regular, rule-like pattern (e.g., bake-baked) and a set of irregular forms that defy a rule-based description (e.g., take-took). Previous studies have used past tense priming to support the theory that the two forms are processed using different cognitive mechanisms. In the present study we investigated this distinction more closely, focusing specifically on whether the regular/irregular distinction is categorical or graded. Priming for regular and irregular forms was compared, as well as for forms that are irregular but display a partial regularity (suffixed irregular verbs, e.g., sleep-slept). Participants performed a lexical decision task with either a masked visual (Experiment 1) or an auditory prime (Experiment 2). We also manipulated prime-target ISI (0 vs. 500 ms), given previous studies indicating this factor might also influence the magnitude and quality of effects. We observed priming effects for both regular and irregular verbs, however the degree of priming of both was influenced by prime modality and processing time. When the prime was masked and presented for 66 ms regulars and suffixed irregulars patterned together, and were different from vowel change irregular forms. As the processing time increased (using longer ISI or cross-modal presentation), all morphologically related words showed facilitation. The results suggest that priming arises as a convergence of orthographic, phonological and semantic overlap that is especially strong for morphologically related words. Priming English past tense verbs: Rules or statistics Aneta Kielar Marc Joanisse Mary Hare doi:10.1016/j.jml.2007.10.002 Journal of Memory and Language, Vol. 58, No. 2. (February 2008), pp. 327-346. 2008-02-04T13:56:57-00:00 2008 Journal of Memory and Language 58 2 327 346 grammar statistical-learning http://www.citeulike.org/user/gcrost/article/2322959 <i>Trends in Cognitive Sciences, Vol. 12, No. 2. (February 2008), pp. 41-43.</i><br /><br />Numerical cognition encompasses the concepts of quantity (`how many') and serial order (`which position'). Yet, although numbers can convey different meanings, a recent imaging study by Fias and coworkers showed that ranking letters in the alphabet is subserved by a cortical network highly similar to that involved in judging magnitudes. In terms of neural processing, quantity and rank might just be two sides of the same coin. The ABC of cardinal and ordinal number representations Simon Jacob Andreas Nieder doi:10.1016/j.tics.2007.11.006 Trends in Cognitive Sciences, Vol. 12, No. 2. (February 2008), pp. 41-43. 2008-02-02T12:56:13-00:00 2008 Trends in Cognitive Sciences 12 2 41 43 mathematics numeracy http://www.citeulike.org/user/gcrost/article/2299466 <i>Cognitive Psychology, Vol. 56, No. 1. (February 2008), pp. 30-72.</i><br /><br />Arguments concerning the relative role of semantic and grammatical factors in word formation have proven to be a wedge issue in current debates over the nature of linguistic representation and processing. In the present paper, we re-examine claims by Ramscar [Ramscar, M. (2002). The role of meaning in inflection: Why the past tense does not require a rule. Cognitive Psychology, 45, 45-94.] that it is semantic rather than grammatical factors that influence the choice of regular or irregular past tense forms for English verbs. In Experiment 1, we first replicated Ramscar's (2002) experiment, which showed semantic influences on choice of past tense inflection. A novel verb, splink, was introduced in a semantic context that was reminiscent of an existing regular or irregular rhyme verb: blink or drink. Participants favored the past tense form (splinked or splank) that matched that of the semantically similar verb. In Experiment 2, we introduced novel verbs in a context suggesting that they were grammatically derived from nouns (i.e., denominals). Some current symbolic processing models propose that regular past tense forms should be preferred for such forms. When Ramscar's (2002) original contexts for derivational verbs were re-tested in this condition, we replicated his failure to find a preference for regular past tense forms. However, when the contexts were modified to make the grammatical process more salient, we did find a preference for regular past tense forms, suggesting that the derivational status might have been ambiguous in the original materials. In Experiment 3, we tested whether acceptability ratings for regular or irregular past tense forms of grammatically derived verbs could be explained by semantic distance metrics or by ratings of noun-to-verb derivational status. Ratings of semantic distance and grammatical derivation were orthogonal factors in Experiment 3. Only derivational status predicted acceptability ratings for regular past tense forms. Taken together, the present results suggest that semantic factors do not explain the regularization of irregular verbs in derivational contexts, although semantic factors can affect the choice of past tense forms in certain circumstances. Can word formation be understood or understanded by semantics alone Peter Gordon Michele Miozzo doi:10.1016/j.cogpsych.2007.02.002 Cognitive Psychology, Vol. 56, No. 1. (February 2008), pp. 30-72. 2008-01-28T20:53:48-00:00 2008 Cognitive Psychology 56 1 30 72 grammar http://www.citeulike.org/user/gcrost/article/2281198 <i>Ear and Hearing, Vol. 19, No. 1., pp. 1-36.</i> Recognizing Spoken Words: The Neighborhood Activation Model. Luce D Pisoni Ear and Hearing, Vol. 19, No. 1., pp. 1-36. 2008-01-23T17:09:55-00:00 Ear and Hearing 19 1 1 36 speech-perception http://www.citeulike.org/user/gcrost/article/2142115 <i>Developmental Science, Vol. 11, No. 1. (January 2008), pp. 53-59.</i> Fourteen-month-olds pay attention to vowels in novel words Mani Nivedita Plunkett Kim doi:10.1111/j.1467-7687.2007.00645.x Developmental Science, Vol. 11, No. 1. (January 2008), pp. 53-59. 2007-12-18T18:38:20-00:00 2008 Developmental Science 1363-755X 11 1 53 59 Blackwell Publishing infant prediss word-learning http://www.citeulike.org/user/gcrost/article/2086213 <i>Journal of Phonetics, Vol. 35, No. 4. (October 2007), pp. 564-581.</i> The vocal tract of newborn humans and Neanderthals: Acoustic capabilities and consequences for the debate on the origin of language. A reply to Lieberman (2007a) Louis-Jean Boe Jean-Louis Heim Kiyoshi Honda Shinji Maeda Pierre Badin Christian Abry doi:10.1016/j.wocn.2007.06.006 Journal of Phonetics, Vol. 35, No. 4. (October 2007), pp. 564-581. 2007-12-10T16:39:11-00:00 2007 Journal of Phonetics 35 4 564 581 evolution motor-learning motor-speech http://www.citeulike.org/user/gcrost/article/2086211 <i>Journal of Phonetics, Vol. 35, No. 4. (October 2007), pp. 552-563.</i> Current views on Neanderthal speech capabilities: A reply to Boe et al. (2002) Philip Lieberman doi:10.1016/j.wocn.2005.07.002 Journal of Phonetics, Vol. 35, No. 4. (October 2007), pp. 552-563. 2007-12-10T16:38:14-00:00 2007 Journal of Phonetics 35 4 552 563 evolution motor-speech http://www.citeulike.org/user/gcrost/article/2086180 <i>Lang Speech, Vol. 40, No. 1. (Jan-Mar 1997), pp. 47-62.</i> Phonotactics and syllable stress: implications for the processing of spoken nonsense words. MS Vitevitch PA Luce J Charles-Luce D Kemmerer Lang Speech, Vol. 40, No. 1. (Jan-Mar 1997), pp. 47-62. 2007-12-10T16:26:52-00:00 1997 Lang Speech 40 1 47 62 non-word-rep phonotactics prosody http://www.citeulike.org/user/gcrost/article/2051494 <i>Child and Adolescent Psychiatric Clinics of North America, Vol. 15, No. 2. (April 2006), pp. 353-371.</i> Learning Disabilities in Juvenile Offenders Elena Grigorenko doi:10.1016/j.chc.2005.11.001 Child and Adolescent Psychiatric Clinics of North America, Vol. 15, No. 2. (April 2006), pp. 353-371. 2007-12-03T17:44:44-00:00 2006 Child and Adolescent Psychiatric Clinics of North America 15 2 353 371 adolescence miranda http://www.citeulike.org/user/gcrost/article/2051468 <i>Law and Human Behavior, Vol. 31, No. 4. (2007), pp. 401-418.</i><br /><br />Abstract  A conservative estimate is that 695,000 mentally disordered offenders are arrested and Mirandized annually in the United States. Past research has focused almost exclusively on cognitive factors affecting the comprehension of Miranda rights. The current study broadens the scope by including diagnostic variables and by extending the investigation to basic elements of Miranda reasoning. A sample of 107 mentally disordered defendants was administered two research measures, the Miranda Statements Scale (MSS) and Miranda Rights Scale (MRS), in addition to standardized tests. Most defendants lacked good comprehension of all but the simplest (Flesch-Kincaid <6th grade) Miranda warnings. Defendants with the poorest understanding (i.e., comprehending about 25% of the warnings) had marked deficits in multiple domains including cognitive abilities (intelligence and comprehension) and general adjustment. Different background and clinical variables predicted defendants’ abilities to generate reasons either to exercise or waive their Miranda rights. Knowing and Intelligent: A Study of Miranda Warnings in Mentally Disordered Defendants Richard Rogers Kimberly Harrison Lisa Hazelwood Kenneth Sewell doi:10.1007/s10979-006-9070-8 Law and Human Behavior, Vol. 31, No. 4. (2007), pp. 401-418. 2007-12-03T17:42:35-00:00 2007 Law and Human Behavior 31 4 401 418 miranda http://www.citeulike.org/user/gcrost/article/2051447 <i>Behavioral Sciences & the Law, Vol. 25, No. 1. (2007), pp. 1-19.</i><br /><br />Currently, there is considerable variability and ambiguity in legal standards pertaining to juveniles' comprehension of Miranda rights and their adjudicative competence. This study investigated rates of impairment under various proposed legal standards. One hundred and fifty-two young defendants aged 11-17 were assessed with Grisso's Miranda Instruments and the Fitness Interview Test - Revised. While over half of defendants aged 15 and under were classified as impaired in adjudicative capacities when adult norms were applied, significantly fewer adolescents were classified as impaired when adolescent norms were applied or a standard of ?basic understanding and communication.? Also, while over half of defendants aged 15 and under were classified as impaired in their comprehension of Miranda rights when both understanding and appreciation of Miranda rights were required, significantly fewer youth were classified as being impaired when only understanding was required. The implications of these findings are discussed. Copyright © 2007 John Wiley & Sons, Ltd. Adjudicative competence and comprehension of Miranda rights in adolescent defendants: a comparison of legal standards Jodi Viljoen Patricia Zapf Ronald Roesch doi:10.1002/bsl.714 Behavioral Sciences & the Law, Vol. 25, No. 1. (2007), pp. 1-19. 2007-12-03T17:40:52-00:00 2007 Behavioral Sciences & the Law 25 1 1 19 adolescence miranda http://www.citeulike.org/user/gcrost/article/2051404 <i>Law and Human Behavior</i><br /><br />Abstract  Miranda warnings are remarkably heterogeneous in their language, length, and content. Past research has focused mostly on individual Miranda warnings. Lacking in generalizability, these studies have limited applicability to both public policy and professional practice. A large-scale survey by R. Rogers et al. [2007b, Law and Human Behavior, 31, 177–192] examined Miranda warnings from across the United States and documented striking differences in the length, content, and reading comprehension. In moving from single jurisdiction studies to nationally representative research, the replication of the Rogers et al. survey is essential. With an additional 385 general Miranda warnings, most of the original findings were confirmed; this replication allows Miranda researchers to use findings based upon nationally-representative warnings for their subsequent research. Beyond reading comprehension, the study makes an original contribution to the understanding of Miranda vocabulary that is often infused with abstruse words and legalistic terms. It provides the first analysis of sentence complexity, which affects both Miranda comprehension and retention. As a result of these analyses, preliminary guidelines are provided for increasing the comprehension and understanding of Miranda warnings. The Language of Miranda Warnings in American Jurisdictions: A Replication and Vocabulary Analysis Richard Rogers Lisa Hazelwood Kenneth Sewell Kimberly Harrison Daniel Shuman doi:10.1007/s10979-007-9091-y Law and Human Behavior 2007-12-03T17:39:05-00:00 Law and Human Behavior miranda http://www.citeulike.org/user/gcrost/article/2051391 <i>Law and Human Behavior, Vol. 26, No. 5. (1 October 2002), pp. 481-506.</i><br /><br />This study compared the legal abilities of defendants (N = 212) with current primary psychotic disorders (n = 44), affective disorders (n = 42), substance abuse disorders (n = 54), and no diagnosed major mental illness (n = 72). Defendants with primary psychotic disorders demonstrated more impairment than did other defendants in their understanding of interrogation rights, the nature and object of the proceedings, the possible consequences of proceedings, and their ability to communicate with counsel. Psychosis was of limited value as a predictor however, and high rates of legal impairment were found even in defendants with no diagnosed major mental illness. Sources of within-group variance were examined to further explain this finding. Policy and clinical implications of these results are discussed. An Examination of the Relationship Between Competency to Stand Trial, Competency to Waive Interrogation Rights, and Psychopathology Jodi Viljoen Ronald Roesch Patricia Zapf doi:10.1023/A:1020299804821 Law and Human Behavior, Vol. 26, No. 5. (1 October 2002), pp. 481-506. 2007-12-03T17:34:46-00:00 2002 Law and Human Behavior 26 5 481 506 miranda http://www.citeulike.org/user/gcrost/article/1903809 <i>Journal of Experimental Psychology: Human Perception and Performance29, Vol. 29, No. 6. (2003), pp. 1143-1154.</i> Infants' Long-Term Memory for the Sound Patterns of Words and Voices Derek Houston Peter Jusczyk Journal of Experimental Psychology: Human Perception and Performance29, Vol. 29, No. 6. (2003), pp. 1143-1154. 2007-11-12T19:15:13-00:00 2003 Journal of Experimental Psychology: Human Perception and Performance29 29 6 1143 1154 fast-mapping speech-perception talker-familiarity word-learning http://www.citeulike.org/user/gcrost/article/1836085 <i>Developmental Science, Vol. 10, No. 6. (2007), pp. 770-777.</i><br /><br />Abstract Time perception is important for many aspects of human behavior, and a large literature documents that adults represent intervals and that their ability to discriminate temporal intervals is ratio dependent. Here we replicate a recent study by vanMarle and Wynn (2006) that used the visual habituation paradigm and demonstrated that temporal discrimination in 6-month-old infants is also ratio dependent. We further demonstrate that between 6 and 10 months of age temporal discrimination increases in precision such that by 10 months of age infants succeed at discriminating a 2:3 ratio, a ratio that 6-month-old infants were unable to discriminate. We discuss the potential implications of the fact that temporal discrimination follows the same developmental progression that has been previously observed for number discrimination in infancy ( Lipton & Spelke, 2003). Temporal discrimination increases in precision over development and parallels the development of numerosity discrimination Elizabeth Brannon Sumarga Suanda Klaus Libertus doi:10.1111/j.1467-7687.2007.00635.x Developmental Science, Vol. 10, No. 6. (2007), pp. 770-777. 2007-10-29T16:25:15-00:00 2007 Developmental Science 10 6 770 777 development innumeracy mathematics http://www.citeulike.org/user/gcrost/article/1689794 <i>Child Development, Vol. 78, No. 5. (2007), pp. 1510-1525.</i><br /><br />Despite the prevalence of bilingualism, language acquisition research has focused on monolingual infants. Monolinguals cannot learn minimally different words (e.g., "bih" and "dih") in a laboratory task until 17 months of age (J. F. Werker, C. T. Fennell, K. M. Corcoran, & C. L. Stager, 2002). This study was extended to 14- to 20-month-old bilingual infants: a heterogeneous sample (English and another language; N = 48) and two homogeneous samples (28 English-Chinese and 25 English-French infants). In all samples, bilinguals did not learn similar-sounding words until 20 months, indicating that they use relevant language sounds (i.e., consonants) to direct word learning developmentally later than monolinguals, possibly due to the increased cognitive load of learning two languages. However, this developmental pattern may be adaptive for bilingual word learning. Using Speech Sounds to Guide Word Learning: The Case of Bilingual Infants Christopher Fennell Krista Byers-Heinlein Janet Werker doi:10.1111/j.1467-8624.2007.01080.x Child Development, Vol. 78, No. 5. (2007), pp. 1510-1525. 2007-09-24T15:35:37-00:00 2007 Child Development 78 5 1510 1525 bilingual infant prediss speech-perception word-learning http://www.citeulike.org/user/gcrost/article/1689791 <i>Child Development, Vol. 78, No. 5. (2007), pp. 1441-1457.</i><br /><br />Language is drawn on extensively in friendships but has received scant attention in the developmental literature. This study compared friendship quality in 16-year-old adolescents with and without specific language impairment (SLI), testing the extent it is predicted by individual differences in social behaviors and language ability. Participants were 120 adolescents with SLI and 118 typically developing (TD) adolescents. After considering the effects of nonverbal IQ and prosocial and difficult behavior, language measures were found to be associated with friendship quality. The TD participants enjoyed normal friendships, whereas the participants with SLI were more likely to exhibit poorer quality (although 60% experienced good quality of friendships). Longitudinal analyses identified early language difficulties as predictive of poorer friendship quality in adolescence. Language, Social Behavior, and the Quality of Friendships in Adolescents With and Without a History of Specific Language Impairment Kevin Durkin Gina Conti-Ramsden doi:10.1111/j.1467-8624.2007.01076.x Child Development, Vol. 78, No. 5. (2007), pp. 1441-1457. 2007-09-24T15:34:24-00:00 2007 Child Development 78 5 1441 1457 adolescence sli http://www.citeulike.org/user/gcrost/article/1676526 <i>Cognition, Vol. 105, No. 2. (November 2007), pp. 439-445.</i> Commentary on Le Corre & Carey CR Gallistel doi:10.1016/j.cognition.2007.01.010 Cognition, Vol. 105, No. 2. (November 2007), pp. 439-445. 2007-09-19T16:30:44-00:00 2007 Cognition 105 2 439 445 mathematics http://www.citeulike.org/user/gcrost/article/1676523 <i>Cognition, Vol. 105, No. 2. (November 2007), pp. 395-438.</i><br /><br />Since the publication of [Gelman, R., & Gallistel, C. R. (1978). The child's understanding of number. Cambridge, MA: Harvard University Press.] seminal work on the development of verbal counting as a representation of number, the nature of the ontogenetic sources of the verbal counting principles has been intensely debated. The present experiments explore proposals according to which the verbal counting principles are acquired by mapping numerals in the count list onto systems of numerical representation for which there is evidence in infancy, namely, analog magnitudes, parallel individuation, and set-based quantification. By asking 3- and 4-year-olds to estimate the number of elements in sets without counting, we investigate whether the numerals that are assigned cardinal meaning as part of the acquisition process display the signatures of what we call "enriched parallel individuation" (which combines properties of parallel individuation and of set-based quantification) or analog magnitudes. Two experiments demonstrate that while "one" to "four" are mapped onto core representations of small sets prior to the acquisition of the counting principles, numerals beyond "four" are only mapped onto analog magnitudes about six months after the acquisition of the counting principles. Moreover, we show that children's numerical estimates of sets from 1 to 4 elements fail to show the signature of numeral use based on analog magnitudes - namely, scalar variability. We conclude that, while representations of small sets provided by parallel individuation, enriched by the resources of set-based quantification are recruited in the acquisition process to provide the first numerical meanings for "one" to "four", analog magnitudes play no role in this process. One, two, three, four, nothing more: An investigation of the conceptual sources of the verbal counting principles Mathieu Le Corre Susan Carey doi:10.1016/j.cognition.2006.10.005 Cognition, Vol. 105, No. 2. (November 2007), pp. 395-438. 2007-09-19T16:29:30-00:00 2007 Cognition 105 2 395 438 dyscalcula innumeracy mathematics http://www.citeulike.org/user/gcrost/article/1676520 <i>Cognition, Vol. 105, No. 2. (November 2007), pp. 362-379.</i><br /><br />This report examines whether knowledge about function influences the formation of artifact categories in 11-12- month old infants. Using an object-examination task, a set of artificial stimuli was presented that could either be grouped according to overall similarity or according to similarity in one functionally relevant part. Experiment 1 revealed that infants categorized the objects according to overall similarity but not part similarity under control conditions. Experiment 2 showed that after having seen the experimenter demonstrating the functional use of the critical part, infants later categorized the stimuli according to part similarity. When the same actions were performed without producing any effect, infants failed to categorize according to the critical part. This set of findings suggests that 11-12-month old infants use functional information as a cue to categorization. The role of functional information for infant categorization Birgit Trauble Sabina Pauen doi:10.1016/j.cognition.2006.10.003 Cognition, Vol. 105, No. 2. (November 2007), pp. 362-379. 2007-09-19T16:27:35-00:00 2007 Cognition 105 2 362 379 infant word-learning http://www.citeulike.org/user/gcrost/article/1676519 <i>Cognition, Vol. 105, No. 2. (November 2007), pp. 247-299.</i><br /><br />To learn a language, speakers must learn its words and rules from fluent speech; in particular, they must learn dependencies among linguistic classes. We show that when familiarized with a short artificial, subliminally bracketed stream, participants can learn relations about the structure of its words, which specify the classes of syllables occurring in first and last word positions. By studying the effect of familiarization length, we compared the general predictions of associative theories of learning and those of models postulating separate mechanisms for quickly extracting the word structure and for tracking the syllable distribution in the stream. As predicted by the dual-mechanism model, the preference for structurally correct items was negatively correlated with the familiarization length. This result is difficult to explain by purely associative schemes; an extensive set of neural network simulations confirmed this difficulty. Still, we show that powerful statistical computations operating on the stream are available to our participants, as they are sensitive to co-occurrence statistics among non-adjacent syllables. We suggest that different learning mechanisms analyze speech on-line: A rapid mechanism extracting structural information about the stream, and a slower mechanism detecting statistical regularities among the items occurring in it. Rapid learning of syllable classes from a perceptually continuous speech stream Ansgar Endress Luca Bonatti doi:10.1016/j.cognition.2006.09.010 Cognition, Vol. 105, No. 2. (November 2007), pp. 247-299. 2007-09-19T16:25:41-00:00 2007 Cognition 105 2 247 299 grammar statistical-learning http://www.citeulike.org/user/gcrost/article/1676492 <i>Proceedings of the 30th Annual Boston University Conference on Language Development, Vol. 2 (2006), pp. 584-594.</i> Whole-word versus part-word phonotactic probability/neighborhood density in word learning by children HL Storkel JR Hoover Proceedings of the 30th Annual Boston University Conference on Language Development, Vol. 2 (2006), pp. 584-594. 2007-09-19T16:01:50-00:00 2006 Proceedings of the 30th Annual Boston University Conference on Language Development 2 584 594 Somerville, MA: Cascadilla Press. lexical-neighborhood phonotactics toddler word-learning