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  1. More Limitations to Monolingualism: Bilinguals Outperform Monolinguals in Implicit Word Learning.Paola Escudero, Karen E. Mulak, Charlene S. L. Fu & Leher Singh - 2016 - Frontiers in Psychology 7.
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  • Moving Word Learning to a Novel Space: A Dynamic Systems View of Referent Selection and Retention.Larissa K. Samuelson, Sarah C. Kucker & John P. Spencer - 2017 - Cognitive Science 41:52-72.
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  • Perceiving Referential Intent: Dynamics of Reference in Natural Parent–Child Interactions.John C. Trueswell, Yi Lin, Benjamin Armstrong, Erica A. Cartmill, Susan Goldin-Meadow & Lila R. Gleitman - 2016 - Cognition 148:117-135.
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  • Pitch Enhancement Facilitates Word Learning Across Visual Contexts.Piera Filippi, Bruno Gingras & W. Tecumseh Fitch - 2014 - Frontiers in Psychology 5.
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  • Context Influences Conscious Appraisal of Cross Situational Statistical Learning.Timothy J. Poepsel & Daniel J. Weiss - 2014 - Frontiers in Psychology 5.
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  • Cross‐Situational Learning of Phonologically Overlapping Words Across Degrees of Ambiguity.Karen E. Mulak, Haley A. Vlach & Paola Escudero - 2019 - Cognitive Science 43 (5):e12731.
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  • Moving Word Learning to a Novel Space: A Dynamic Systems View of Referent Selection and Retention.K. Samuelson Larissa, C. Kucker Sarah & P. Spencer John - 2016 - Cognitive Science 40 (7):52-72.
    Theories of cognitive development must address both the issue of how children bring their knowledge to bear on behavior in-the-moment, and how knowledge changes over time. We argue that seeking answers to these questions requires an appreciation of the dynamic nature of the developing system in its full, reciprocal complexity. We illustrate this dynamic complexity with results from two lines of research on early word learning. The first demonstrates how the child's active engagement with objects and people supports referent selection (...)
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  • Developmental Changes in Cross‐Situational Word Learning: The Inverse Effect of Initial Accuracy.Stanka A. Fitneva & Morten H. Christiansen - 2017 - Cognitive Science 41 (S1):141-161.
    Intuitively, the accuracy of initial word-referent mappings should be positively correlated with the outcome of learning. Yet recent evidence suggests an inverse effect of initial accuracy in adults, whereby greater accuracy of initial mappings is associated with poorer outcomes in a cross-situational learning task. Here, we examine the impact of initial accuracy on 4-year-olds, 10-year-olds, and adults. For half of the participants most word-referent mappings were initially correct and for the other half most mappings were initially incorrect. Initial accuracy was (...)
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  • The Influence of Bilingualism on Statistical Word Learning.Timothy J. Poepsel & Daniel J. Weiss - 2016 - Cognition 152:9-19.
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  • Cross‐Situational Learning of Minimal Word Pairs.Paola Escudero, Karen E. Mulak & Haley A. Vlach - 2016 - Cognitive Science 40 (2):455-465.
    Cross-situational statistical learning of words involves tracking co-occurrences of auditory words and objects across time to infer word-referent mappings. Previous research has demonstrated that learners can infer referents across sets of very phonologically distinct words, but it remains unknown whether learners can encode fine phonological differences during cross-situational statistical learning. This study examined learners’ cross-situational statistical learning of minimal pairs that differed on one consonant segment, minimal pairs that differed on one vowel segment, and non-minimal pairs that differed on two (...)
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