28 found
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  1.  32
    Word learning emerges from the interaction of online referent selection and slow associative learning.Bob McMurray, Jessica S. Horst & Larissa K. Samuelson - 2012 - Psychological Review 119 (4):831-877.
  2.  84
    Cue integration with categories: Weighting acoustic cues in speech using unsupervised learning and distributional statistics.Joseph C. Toscano & Bob McMurray - 2010 - Cognitive Science 34 (3):434.
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  3.  41
    Gradient effects of within-category phonetic variation on lexical access.Bob McMurray, Michael K. Tanenhaus & Richard N. Aslin - 2002 - Cognition 86 (2):B33-B42.
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  4.  32
    What information is necessary for speech categorization? Harnessing variability in the speech signal by integrating cues computed relative to expectations.Bob McMurray & Allard Jongman - 2011 - Psychological Review 118 (2):219-246.
  5.  67
    Infant directed speech and the development of speech perception: Enhancing development or an unintended consequence?Bob McMurray, Kristine A. Kovack-Lesh, Dresden Goodwin & William McEchron - 2013 - Cognition 129 (2):362-378.
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  6.  33
    What’s new? Children prefer novelty in referent selection.Jessica S. Horst, Larissa K. Samuelson, Sarah C. Kucker & Bob McMurray - 2011 - Cognition 118 (2):234-244.
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  7.  21
    Waiting for lexical access: Cochlear implants or severely degraded input lead listeners to process speech less incrementally.Bob McMurray, Ashley Farris-Trimble & Hannah Rigler - 2017 - Cognition 169 (C):147-164.
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  8.  32
    Immediate lexical integration of novel word forms.Efthymia C. Kapnoula, Stephanie Packard, Prahlad Gupta & Bob McMurray - 2015 - Cognition 134:85-99.
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  9.  34
    Infants are sensitive to within-category variation in speech perception.Bob McMurray & Richard N. Aslin - 2005 - Cognition 95 (2):B15-B26.
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  10.  22
    What Are You Waiting For? Real‐Time Integration of Cues for Fricatives Suggests Encapsulated Auditory Memory.Marcus E. Galle, Jamie Klein-Packard, Kayleen Schreiber & Bob McMurray - 2019 - Cognitive Science 43 (1):e12700.
    Speech unfolds over time, and the cues for even a single phoneme are rarely available simultaneously. Consequently, to recognize a single phoneme, listeners must integrate material over several hundred milliseconds. Prior work contrasts two accounts: (a) a memory buffer account in which listeners accumulate auditory information in memory and only access higher level representations (i.e., lexical representations) when sufficient information has arrived; and (b) an immediate integration scheme in which lexical representations can be partially activated on the basis of early (...)
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  11.  24
    What Are You Waiting For? Real‐Time Integration of Cues for Fricatives Suggests Encapsulated Auditory Memory.Marcus E. Galle, Jamie Klein-Packard, Kayleen Schreiber & Bob McMurray - 2019 - Cognitive Science 43 (1):e12700.
    Speech unfolds over time, and the cues for even a single phoneme are rarely available simultaneously. Consequently, to recognize a single phoneme, listeners must integrate material over several hundred milliseconds. Prior work contrasts two accounts: (a) a memory buffer account in which listeners accumulate auditory information in memory and only access higher level representations (i.e., lexical representations) when sufficient information has arrived; and (b) an immediate integration scheme in which lexical representations can be partially activated on the basis of early (...)
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  12.  29
    Lexical effects on compensation for coarticulation: the ghost of Christmash past.James S. Magnuson, Bob McMurray, Michael K. Tanenhaus & Richard N. Aslin - 2003 - Cognitive Science 27 (2):285-298.
    The question of when and how bottom‐up input is integrated with top‐down knowledge has been debated extensively within cognition and perception, and particularly within language processing. A long running debate about the architecture of the spoken‐word recognition system has centered on the locus of lexical effects on phonemic processing: does lexical knowledge influence phoneme perception through feedback, or post‐perceptually in a purely feedforward system? Elman and McClelland (1988) reported that lexically restored ambiguous phonemes influenced the perception of the following phoneme, (...)
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  13.  36
    Pigeons acquire multiple categories in parallel via associative learning: A parallel to human word learning?Edward A. Wasserman, Daniel I. Brooks & Bob McMurray - 2015 - Cognition 136 (C):99-122.
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  14.  76
    Using Variability to Guide Dimensional Weighting: Associative Mechanisms in Early Word Learning.Keith S. Apfelbaum & Bob McMurray - 2011 - Cognitive Science 35 (6):1105-1138.
    At 14 months, children appear to struggle to apply their fairly well-developed speech perception abilities to learning similar sounding words (e.g., bih/dih; Stager & Werker, 1997). However, variability in nonphonetic aspects of the training stimuli seems to aid word learning at this age. Extant theories of early word learning cannot account for this benefit of variability. We offer a simple explanation for this range of effects based on associative learning. Simulations suggest that if infants encode both noncontrastive information (e.g., cues (...)
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  15.  7
    Successes and failures in early word learning: An emergent property of basic learning principles.Keith S. Apfelbaum & Bob McMurray - 2011 - Cognitive Science 35 (6):1105-1138.
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  16.  35
    Too Much of a Good Thing: How Novelty Biases and Vocabulary Influence Known and Novel Referent Selection in 18‐Month‐Old Children and Associative Learning Models.Sarah C. Kucker, Bob McMurray & Larissa K. Samuelson - 2018 - Cognitive Science 42 (S2):463-493.
    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 children's performance on referent selection and retention with novel and known words. The results reveal a pervasive novelty bias on referent selection with both known and novel names and, (...)
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  17.  24
    Lexical effects on compensation for coarticulation: a tale of two systems?James S. Magnuson, Bob McMurray, Michael K. Tanenhaus & Richard N. Aslin - 2003 - Cognitive Science 27 (5):801-805.
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  18.  18
    A real-time mechanism underlying lexical deficits in developmental language disorder: Between-word inhibition.Bob McMurray, Jamie Klein-Packard & J. Bruce Tomblin - 2019 - Cognition 191 (C):104000.
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  19.  20
    Similarity of referents influences the learning of phonological word forms: Evidence from concurrent word learning.Libo Zhao, Stephanie Packard, Bob McMurray & Prahlad Gupta - 2019 - Cognition 190 (C):42-60.
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  20.  23
    Dynamic competition account of men’s perceptions of women’s sexual interest.Jodi R. Smith, Teresa A. Treat, Thomas A. Farmer & Bob McMurray - 2018 - Cognition 174:43-54.
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  21.  35
    On Leveraged Learning in Lexical Acquisition and Its Relationship to Acceleration.Colleen Mitchell & Bob McMurray - 2009 - Cognitive Science 33 (8):1503-1523.
    Children at about age 18 months experience acceleration in word learning. This vocabulary explosion is a robust phenomenon, although the exact shape and timing vary from child to child. One class of explanations, which we term collectively as leveraged learning, posits that knowledge of some words helps with the learning of others. In this framework, the child initially knows no words and so learning is slow. As more words are acquired, new words become easier and thus it is the acquisition (...)
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  22.  47
    Language at Three Timescales: The Role of Real‐Time Processes in Language Development and Evolution.Bob McMurray - 2016 - Topics in Cognitive Science 8 (2):393-407.
    Evolutionary developmental systems theory stresses that selection pressures operate on entire developmental systems rather than just genes. This study extends this approach to language evolution, arguing that selection pressure may operate on two quasi-independent timescales. First, children clearly must acquire language successfully and evolution must equip them with the tools to do so. Second, while this is developing, they must also communicate with others in the moment using partially developed knowledge. These pressures may require different solutions, and their combination may (...)
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  23. A stochastic model for the vocabulary explosion.Colleen C. Mitchell & Bob McMurray - 2008 - In B. C. Love, K. McRae & V. M. Sloutsky (eds.), Proceedings of the 30th Annual Conference of the Cognitive Science Society. Cognitive Science Society. pp. 1919--1926.
     
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  24.  6
    Efficiency of spoken word recognition slows across the adult lifespan.Sarah E. Colby & Bob McMurray - 2023 - Cognition 240 (C):105588.
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  25.  12
    Context Effects on Musical Chord Categorization: Different Forms of Top‐Down Feedback in Speech and Music?Bob McMurray, Joel L. Dennhardt & Andrew Struck-Marcell - 2008 - Cognitive Science 32 (5):893-920.
    A critical issue in perception is the manner in which top‐down expectancies guide lower level perceptual processes. In speech, a common paradigm is to construct continua ranging between two phonetic endpoints and to determine how higher level lexical context influences the perceived boundary. We applied this approach to music, presenting participants with major/minor triad continua after brief musical contexts. Two experiments yielded results that differed from classic results in speech perception. In speech, context generally expands the category of the expected (...)
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  26. It's not how many dimensions you have, it's what you do with them: Evidence from speech perception.Bob McMurray & David Gow - 2005 - Behavioral and Brain Sciences 28 (1):31-31.
    Contrary to Pothos, rule- and similarity-based processes cannot be distinguished by dimensionality. Rather, one must consider the goal of the processing: what the system will do with the resulting representations. Research on speech perception demonstrates that the degree to which speech categories are gradient (or similarity-based) is a function of the utility of within-category variation for further processing.
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  27.  29
    Variability in languages, variability in learning?Bob McMurray & Edward Wasserman - 2009 - Behavioral and Brain Sciences 32 (5):459-460.
    In documenting the dizzying diversity of human languages, Evans & Levinson (E&L) highlight the lack of universals. This suggests the need for complex learning. Yet, just as there is no universal structure, there may be no universal learning mechanism responsible for language. Language is a behavior assembled by many processes, an assembly guided by the language being learned.
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  28.  32
    No compelling evidence against feedback in spoken word recognition.Michael K. Tanenhaus, James S. Magnuson, Bob McMurray & Richard N. Aslin - 2000 - Behavioral and Brain Sciences 23 (3):348-349.
    Norris et al.'s claim that feedback is unnecessary is compromised by (1) a questionable application of Occam's razor, given strong evidence for feedback in perception; (2) an idealization of the speech recognition problem that simplifies those aspects of the input that create conditions where feedback is useful; (3) Norris et al.'s use of decision nodes that incorporate feedback to model some important empirical results; and (4) problematic linking hypotheses between crucial simulations and behavioral data.
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