18 found
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  1.  38
    Maturational Constraints on Language Learning.Elissa L. Newport - 1990 - Cognitive Science 14 (1):11-28.
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  2.  90
    Statistical learning of tone sequences by human infants and adults.Jenny R. Saffran, Elizabeth K. Johnson, Richard N. Aslin & Elissa L. Newport - 1999 - Cognition 70 (1):27-52.
  3.  30
    Segmentation of the speech stream in a non-human primate: statistical learning in cotton-top tamarins.Marc D. Hauser, Elissa L. Newport & Richard N. Aslin - 2001 - Cognition 78 (3):B53-B64.
  4.  37
    Harmonic biases in child learners: In support of language universals.Jennifer Culbertson & Elissa L. Newport - 2015 - Cognition 139 (C):71-82.
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  5.  97
    Critical period effects on universal properties of language: The status of subjacency in the acquisition of a second language.Jacqueline S. Johnson & Elissa L. Newport - 1991 - Cognition 39 (3):215-258.
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  6.  9
    Balancing Effort and Information Transmission During Language Acquisition: Evidence From Word Order and Case Marking.Maryia Fedzechkina, Elissa L. Newport & T. Florian Jaeger - 2017 - Cognitive Science 41 (2):416-446.
    Across languages of the world, some grammatical patterns have been argued to be more common than expected by chance. These are sometimes referred to as (statistical) language universals. One such universal is the correlation between constituent order freedom and the presence of a case system in a language. Here, we explore whether this correlation can be explained by a bias to balance production effort and informativity of cues to grammatical function. Two groups of learners were presented with miniature artificial languages (...)
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  7.  18
    Balancing Effort and Information Transmission During Language Acquisition: Evidence From Word Order and Case Marking.Maryia Fedzechkina, Elissa L. Newport & T. Florian Jaeger - 2016 - Cognitive Science 40 (6):n/a-n/a.
    Across languages of the world, some grammatical patterns have been argued to be more common than expected by chance. These are sometimes referred to as language universals. One such universal is the correlation between constituent order freedom and the presence of a case system in a language. Here, we explore whether this correlation can be explained by a bias to balance production effort and informativity of cues to grammatical function. Two groups of learners were presented with miniature artificial languages containing (...)
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  8.  54
    The distributional structure of grammatical categories in speech to young children.Toben H. Mintz, Elissa L. Newport & Thomas G. Bever - 2002 - Cognitive Science 26 (4):393-424.
    We present a series of three analyses of young children's linguistic input to determine the distributional information it could plausibly offer to the process of grammatical category learning. Each analysis was conducted on four separate corpora from the CHILDES database (MacWhinney, 2000) of speech directed to children under 2;5. We showthat, in accord with other findings, a distributional analysis which categorizeswords based on their co‐occurrence patterns with surroundingwords successfully categorizes the majority of nouns and verbs. In Analyses 2 and 3, (...)
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  9.  15
    Segmentation of the speech stream in a non-human primate: statistical learning in cotton-top tamarins.Marc D. Hauser, Elissa L. Newport & Richard N. Aslin - 2001 - Cognition 78 (3):B53-B64.
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  10.  62
    Changing Structures in Midstream: Learning Along the Statistical Garden Path.Andrea L. Gebhart, Richard N. Aslin & Elissa L. Newport - 2009 - Cognitive Science 33 (6):1087-1116.
    Previous studies of auditory statistical learning have typically presented learners with sequential structural information that is uniformly distributed across the entire exposure corpus. Here we present learners with nonuniform distributions of structural information by altering the organization of trisyllabic nonsense words at midstream. When this structural change was unmarked by low‐level acoustic cues, or even when cued by a pitch change, only the first of the two structures was learned. However, both structures were learned when there was an explicit cue (...)
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  11.  29
    Children and Adults as Language Learners: Rules, Variation, and Maturational Change.Elissa L. Newport - 2020 - Topics in Cognitive Science 12 (1):153-169.
    Newport addresses a fundamental question in language learning: When, why, and how do learners come to form rules, given linguistic input that varies probabilistically? She presents several case studies that confirm and extend a long‐standing theme of her work: that young learners tend to form rules from variable input, whereas adult learners store and use its statistical probabilities. Thus, child and adult learners use quite different kinds of computations when learning language; the consequence is that operating on the very same (...)
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  12.  24
    Cortical tracking of constituent structure in language acquisition.Heidi Getz, Nai Ding, Elissa L. Newport & David Poeppel - 2018 - Cognition 181 (C):135-140.
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  13.  38
    Ordered short-term memory differs in signers and speakers: Implications for models of short-term memory.Daphne Bavelier, Elissa L. Newport, Matt Hall, Ted Supalla & Mrim Boutla - 2008 - Cognition 107 (2):433-459.
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  14.  86
    Plus or Minus 30 Years in the Language Sciences.Elissa L. Newport - 2010 - Topics in Cognitive Science 2 (3):367-373.
    The language sciences—Linguistics, Psycholinguistics, and Computational Linguistics—have not been broadly represented at the Cognitive Science Society meetings of the past 30 years, but they are an important part of the heart of cognitive science. This article discusses several major themes that have dominated the controversies and consensus in the study of language and suggests the most pressing issues of the future. These themes include differences among the language science disciplines in their view of numbers and symbols and of modular and (...)
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  15. The role of distributional information in linguistic category formation.Patricia A. Reeder, Elissa L. Newport & Richard N. Aslin - 2009 - In N. A. Taatgen & H. van Rijn (eds.), Proceedings of the 31st Annual Conference of the Cognitive Science Society. pp. 2564--2569.
  16. Critical periods in language development.Elissa L. Newport - 2002 - In Lynn Nadel (ed.), The Encyclopedia of Cognitive Science. Macmillan. pp. 737--740.
     
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  17.  62
    Critical periods after stroke study: translating animal stroke recovery experiments into a clinical trial.Alexander W. Dromerick, Matthew A. Edwardson, Dorothy F. Edwards, Margot L. Giannetti, Jessica Barth, Kathaleen P. Brady, Evan Chan, Ming T. Tan, Irfan Tamboli, Ruth Chia, Michael Orquiza, Robert M. Padilla, Amrita K. Cheema, Mark E. Mapstone, Massimo S. Fiandaca, Howard J. Federoff & Elissa L. Newport - 2015 - Frontiers in Human Neuroscience 9.
  18. Novel words in novel contexts: The role of distributional information in formclass category learning.Patricia A. Reeder, Elissa L. Newport & Richard N. Aslin - 2010 - In S. Ohlsson & R. Catrambone (eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society. Cognitive Science Society. pp. 2063--2068.
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