Search results for 'Erik D. Thiessen' (try it on Scholar)

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  1. Erik D. Thiessen (2010). Effects of Visual Information on Adults' and Infants' Auditory Statistical Learning. Cognitive Science 34 (6):1093-1106.score: 290.0
    Infant and adult learners are able to identify word boundaries in fluent speech using statistical information. Similarly, learners are able to use statistical information to identify word–object associations. Successful language learning requires both feats. In this series of experiments, we presented adults and infants with audio–visual input from which it was possible to identify both word boundaries and word–object relations. Adult learners were able to identify both kinds of statistical relations from the same input. Moreover, their learning was actually facilitated (...)
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  2. Erik D. Thiessen & Philip I. Pavlik (2013). iMinerva: A Mathematical Model of Distributional Statistical Learning. Cognitive Science 37 (2):310-343.score: 290.0
    Statistical learning refers to the ability to identify structure in the input based on its statistical properties. For many linguistic structures, the relevant statistical features are distributional: They are related to the frequency and variability of exemplars in the input. These distributional regularities have been suggested to play a role in many different aspects of language learning, including phonetic categories, using phonemic distinctions in word learning, and discovering non-adjacent relations. On the surface, these different aspects share few commonalities. Despite this, (...)
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  3. D. Herzog, C. Thiessen, R. Ssekubugu, J. Wagman, M. Kiddugavu, M. J. Wawer, E. Nance, L. Ortolano, K. A. Nash & I. Koc (2007). Common Cause Collective Strength. Findings of an Evaluation of Support Groups of Women and Children Living with and/or Affected by HIV/AIDS in Three Indian States. Political Theory 35 (3):313-333.score: 140.0
  4. N. Sofaer, C. Thiessen, S. D. Goold, J. Ballou, K. A. Getz, G. Koski, R. A. Krueger & J. S. Weissman (2009). Subjects' Views of Obligations to Ensure Post-Trial Access to Drugs, Care and Information: Qualitative Results From the Experiences of Participants in Clinical Trials (EPIC) Study. Journal of Medical Ethics 35 (3):183-188.score: 120.0
    Objectives: To report the attitudes and opinions of subjects in US clinical trials about whether or not, and why, they should receive post-trial access (PTA) to the trial drug, care and information. Design: Focus groups, short self-administered questionnaires. Setting: Boston, Dallas, Detroit, Oklahoma City. Participants: Current and recent subjects in clinical trials, primarily for chronic diseases. Results: 93 individuals participated in 10 focus groups. Many thought researchers, sponsors, health insurers and others share obligations to facilitate PTA to the trial drug, (...)
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  5. Luca Onnis & Erik Thiessen (2013). Language Experience Changes Subsequent Learning. Cognition 126 (2):268-284.score: 120.0
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  6. Lucy C. Erickson Erik D. Thiessen (2012). Discovering Words in Fluent Speech: The Contribution of Two Kinds of Statistical Information. Frontiers in Psychology 3.score: 30.0
    To efficiently segment fluent speech, infants must discover the predominant phonological form of words in the native language. In English, for example, content words typically begin with a stressed syllable. To discover this regularity, infants need to identify a set of words. We propose that statistical learning plays two roles in this process. First, it provides a cue that allows infants to segment words from fluent speech, even without language-specific phonological knowledge. Second, once infants have identified a set of lexical (...)
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