Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 1 |
Since 2016 (last 10 years) | 7 |
Since 2006 (last 20 years) | 9 |
Descriptor
Associative Learning | 12 |
Models | 12 |
Learning Processes | 4 |
Semantics | 4 |
Vocabulary Development | 4 |
Language Acquisition | 3 |
Ambiguity (Context) | 2 |
Animals | 2 |
Children | 2 |
Cognitive Processes | 2 |
Comparative Analysis | 2 |
More ▼ |
Source
Cognitive Science | 12 |
Author
Yu, Chen | 2 |
Ambridge, Ben | 1 |
Aslin, Richard N. | 1 |
Ballard, Dana H. | 1 |
Bertenthal, Bennett I. | 1 |
Blything, Ryan P. | 1 |
Bonafos, Guillem | 1 |
Catmur, Caroline | 1 |
Cooper, Richard P. | 1 |
Fagot, Joël | 1 |
Freyermuth, Jean-Marc | 1 |
More ▼ |
Publication Type
Journal Articles | 12 |
Reports - Research | 10 |
Opinion Papers | 2 |
Reports - Descriptive | 1 |
Education Level
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Rey, Arnaud; Fagot, Joël; Mathy, Fabien; Lazartigues, Laura; Tosatto, Laure; Bonafos, Guillem; Freyermuth, Jean-Marc; Lavigne, Frédéric – Cognitive Science, 2022
The extraction of cooccurrences between two events, A and B, is a central learning mechanism shared by all species capable of associative learning. Formally, the cooccurrence of events A and B appearing in a sequence is measured by the transitional probability (TP) between these events, and it corresponds to the probability of the second stimulus…
Descriptors: Animals, Learning Processes, Associative Learning, Serial Learning
Ma, Timmy; Komarova, Natalia L. – Cognitive Science, 2019
Learning in natural environments is often characterized by a degree of inconsistency from an input. These inconsistencies occur, for example, when learning from more than one source, or when the presence of environmental noise distorts incoming information; as a result, the task faced by the learner becomes ambiguous. In this study, we investigate…
Descriptors: Reliability, Associative Learning, Symbolic Learning, Sequential Learning
Kucker, Sarah C.; McMurray, Bob; Samuelson, Larissa K. – Cognitive Science, 2018
Identifying the referent of novel words is a complex process that young children do with relative ease. When given multiple objects along with a novel word, children select the most novel item, sometimes retaining the word-referent link. Prior work is inconsistent, however, on the role of object novelty. Two experiments examine 18-month-old…
Descriptors: Infants, Associative Learning, Vocabulary, Novelty (Stimulus Dimension)
Kachergis, George; Yu, Chen; Shiffrin, Richard M. – Cognitive Science, 2017
Prior research has shown that people can learn many nouns (i.e., word--object mappings) from a short series of ambiguous situations containing multiple words and objects. For successful cross-situational learning, people must approximately track which words and referents co-occur most frequently. This study investigates the effects of allowing…
Descriptors: Vocabulary Development, Linguistic Theory, Context Effect, Familiarity
Stevens, Jon Scott; Gleitman, Lila R.; Trueswell, John C.; Yang, Charles – Cognitive Science, 2017
We evaluate here the performance of four models of cross-situational word learning: two global models, which extract and retain multiple referential alternatives from each word occurrence; and two local models, which extract just a single referent from each occurrence. One of these local models, dubbed "Pursuit," uses an associative…
Descriptors: Semantics, Associative Learning, Probability, Computational Linguistics
Gruenenfelder, Thomas M.; Recchia, Gabriel; Rubin, Tim; Jones, Michael N. – Cognitive Science, 2016
We compared the ability of three different contextual models of lexical semantic memory (BEAGLE, Latent Semantic Analysis, and the Topic model) and of a simple associative model (POC) to predict the properties of semantic networks derived from word association norms. None of the semantic models were able to accurately predict all of the network…
Descriptors: Memory, Semantics, Associative Learning, Networks
Blything, Ryan P.; Ambridge, Ben; Lieven, Elena V. M. – Cognitive Science, 2018
This study adjudicates between two opposing accounts of morphological productivity, using English past-tense as its test case. The single-route model (e.g., Bybee & Moder, 1983) posits that both regular and irregular past-tense forms are generated by analogy across stored exemplars in associative memory. In contrast, the dual-route model…
Descriptors: English, Grammar, Morphemes, Correlation
Cooper, Richard P.; Catmur, Caroline; Heyes, Cecilia – Cognitive Science, 2013
In this article, the authors state that the crux of the debate between themselves and Bertenthal and Scheutz (2013) (B&S) is whether imitative compatibility effects reflect the operation of specialized imitation-related mechanisms or instead arise from the same associative learning processes thought to underlie spatial compatibility effects.…
Descriptors: Imitation, Associative Learning, Spatial Ability, Models
Bertenthal, Bennett I.; Scheutz, Matthias – Cognitive Science, 2013
Cooper et al. (this issue) develop an interactive activation model of spatial and imitative compatibilities that simulates the key results from Catmur and Heyes (2011) and thus conclude that both compatibilities are mediated by the same processes since their single model can predict all the results. Although the model is impressive, the…
Descriptors: Models, Test Validity, Test Reliability, Reader Response
Steyvers, Mark; Tenenbaum, Joshua B. – Cognitive Science, 2005
We present statistical analyses of the large-scale structure of 3 types of semantic networks: word associations, WordNet, and Roget's Thesaurus. We show that they have a small-world structure, characterized by sparse connectivity, short average path lengths between words, and strong local clustering. In addition, the distributions of the number of…
Descriptors: Semantics, Internet, Associative Learning, Statistical Analysis
Yu, Chen; Ballard, Dana H.; Aslin, Richard N. – Cognitive Science, 2005
We examine the influence of inferring interlocutors' referential intentions from their body movements at the early stage of lexical acquisition. By testing human participants and comparing their performances in different learning conditions, we find that those embodied intentions facilitate both word discovery and word-meaning association. In…
Descriptors: Language Acquisition, Testing, Comparative Analysis, Learning Processes
Regier, Terry – Cognitive Science, 2005
Children improve at word learning during the 2nd year of life--sometimes dramatically. This fact has suggested a change in mechanism, from associative learning to a more referential form of learning. This article presents an associative exemplar-based model that accounts for the improvement without a change in mechanism. It provides a unified…
Descriptors: Associative Learning, Models, Semantics, Phonology