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  1.  34
    Retrieval Dynamics and Retention in Cross‐Situational Statistical Word Learning.Haley A. Vlach & Catherine M. Sandhofer - 2014 - Cognitive Science 38 (4):757-774.
    Previous research on cross-situational word learning has demonstrated that learners are able to reduce ambiguity in mapping words to referents by tracking co-occurrence probabilities across learning events. In the current experiments, we examined whether learners are able to retain mappings over time. The results revealed that learners are able to retain mappings for up to 1 week later. However, there were interactions between the amount of retention and the different learning conditions. Interestingly, the strongest retention was associated with a learning (...)
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  2.  3
    Memory Constraints on Infants' Cross-Situational Statistical Learning.Haley A. Vlach & Scott P. Johnson - 2013 - Cognition 127 (3):375-382.
  3.  27
    The Spacing Effect in Children’s Memory and Category Induction.Haley A. Vlach, Catherine M. Sandhofer & Nate Kornell - 2008 - Cognition 109 (1):163-167.
  4.  15
    Temporal Dynamics of Categorization: Forgetting as the Basis of Abstraction and Generalization.Haley A. Vlach & Charles W. Kalish - 2014 - Frontiers in Psychology 5.
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  5.  17
    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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  6.  9
    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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  7.  28
    Desirable Difficulties in Cross-Situational Word Learning.Haley A. Vlach & Catherine M. Sandhofer - 2010 - In S. Ohlsson & R. Catrambone (eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society. Cognitive Science Society. pp. 2470--2475.
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  8.  17
    Doing with Development: Moving Toward a Complete Theory of Concepts.Haley A. Vlach, Lauren Krogh, Emily E. Thom & Catherine M. Sandhofer - 2010 - Behavioral and Brain Sciences 33 (2-3):227-228.
    Machery proposes that the construct of detracts from research progress. However, ignoring development also detracts from research progress. Developmental research has advanced our understanding of how concepts are acquired and thus is essential to a complete theory. We propose a framework that both accounts for development and holds great promise as a new direction for thinking about concepts.
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