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  1.  41
    The Role of Multiword Building Blocks in Explaining L1–L2 Differences.Inbal Arnon & Morten H. Christiansen - 2017 - Topics in Cognitive Science 9 (3):621-636.
    Why are children better language learners than adults despite being worse at a range of other cognitive tasks? Here, we explore the role of multiword sequences in explaining L1–L2 differences in learning. In particular, we propose that children and adults differ in their reliance on such multiword units in learning, and that this difference affects learning strategies and outcomes, and leads to difficulty in learning certain grammatical relations. In the first part, we review recent findings that suggest that MWUs play (...)
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  2.  63
    Granularity and the acquisition of grammatical gender: How order-of-acquisition affects what gets learned.Inbal Arnon & Michael Ramscar - 2012 - Cognition 122 (3):292-305.
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  3.  39
    “Piensa” twice: On the foreign language effect in decision making.Albert Costa, Alice Foucart, Inbal Arnon, Melina Aparici & Jose Apesteguia - 2014 - Cognition 130 (2):236-254.
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  4.  33
    Statistical Learning Is Not Age‐Invariant During Childhood: Performance Improves With Age Across Modality.Amir Shufaniya & Inbal Arnon - 2018 - Cognitive Science 42 (8):3100-3115.
    Humans are capable of extracting recurring patterns from their environment via statistical learning (SL), an ability thought to play an important role in language learning and learning more generally. While much work has examined statistical learning in infants and adults, less work has looked at the developmental trajectory of SL during childhood to see whether it is fully developed in infancy or improves with age, like many other cognitive abilities. A recent study showed modality‐based differences in the effect of age (...)
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  5. The Impact of Information Structure on the Emergence of Differential Object Marking: An Experimental Study.Shira Tal, Kenny Smith, Jennifer Culbertson, Eitan Grossman & Inbal Arnon - 2022 - Cognitive Science 46 (3):e13119.
    Cognitive Science, Volume 46, Issue 3, March 2022.
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  6.  12
    Visual statistical learning is facilitated in Zipfian distributions.Ori Lavi-Rotbain & Inbal Arnon - 2021 - Cognition 206 (C):104492.
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  7.  33
    Individual Differences in Learning Abilities Impact Structure Addition: Better Learners Create More Structured Languages.Tamar Johnson, Noam Siegelman & Inbal Arnon - 2020 - Cognitive Science 44 (8):e12877.
    Over the last decade, iterated learning studies have provided compelling evidence for the claim that linguistic structure can emerge from non‐structured input, through the process of transmission. However, it is unclear whether individuals differ in their tendency to add structure, an issue with implications for understanding who are the agents of change. Here, we identify and test two contrasting predictions: The first sees learning as a pre‐requisite for structure addition, and predicts a positive correlation between learning accuracy and structure addition, (...)
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  8.  33
    Systematicity, but not compositionality: Examining the emergence of linguistic structure in children and adults using iterated learning.Limor Raviv & Inbal Arnon - 2018 - Cognition 181 (C):160-173.
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  9.  10
    ‘Clap your hands’ or ‘take your hands’? One-year-olds distinguish between frequent and infrequent multiword phrases.Barbora Skarabela, Mitsuhiko Ota, Rosie O'Connor & Inbal Arnon - 2021 - Cognition 211 (C):104612.
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  10.  16
    Redundancy can benefit learning: Evidence from word order and case marking.Shira Tal & Inbal Arnon - 2022 - Cognition 224 (C):105055.
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  11.  32
    Statistical Learning, Implicit Learning, and First Language Acquisition: A Critical Evaluation of Two Developmental Predictions.Inbal Arnon - 2019 - Topics in Cognitive Science 11 (3):504-519.
    In this article, Arnon explores the link between implicit learning, statistical learning and language development. She focuses on two central themes, namely the issue of age invariance and the question of variation in learning outcomes. Arnon suggests that the two literatures are studying a fundamentally similar phenomenon and argues in favor of a closer alignment. However, she also raises important methodological concerns.
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  12.  36
    The crosslinguistic acquisition of sentence structure: Computational modeling and grammaticality judgments from adult and child speakers of English, Japanese, Hindi, Hebrew and K'iche'.Ben Ambridge, Tomoko Tatsumi, Laura Doherty, Ramya Maitreyee, Colin Bannard, Soumitra Samanta, Stewart McCauley, Inbal Arnon, Shira Zicherman, Dani Bekman, Amir Efrati, Ruth Berman, Bhuvana Narasimhan, Dipti Misra Sharma, Rukmini Bhaya Nair, Kumiko Fukumura, Seth Campbell, Clifton Pye, Pedro Mateo Pedro, Sindy Fabiola Can Pixabaj, Mario Marroquín Pelíz & Margarita Julajuj Mendoza - 2020 - Cognition 202 (C):104310.
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  13.  21
    A learning bias for word order harmony: Evidence from speakers of non-harmonic languages.Jennifer Culbertson, Julie Franck, Guillaume Braquet, Magda Barrera Navarro & Inbal Arnon - 2020 - Cognition 204 (C):104392.
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  14.  21
    The learnability consequences of Zipfian distributions in language.Ori Lavi-Rotbain & Inbal Arnon - 2022 - Cognition 223 (C):105038.
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  15.  31
    Developmental Differences Between Children and Adults in the Use of Visual Cues for Segmentation.Ori Lavi-Rotbain & Inbal Arnon - 2018 - Cognitive Science 42 (S2):606-620.
    Recent work asked if visual cues facilitate word segmentation in adults and infants. While adults showed better word segmentation when presented with a regular visual cue, infants did not. This difference was attributed to infants' lack of understanding that objects have labels. Alternatively, infants’ performance could reflect their difficulty with tracking and integrating multiple multimodal cues. We contrasted these two accounts by looking at the effect of visual cues on word segmentation in adults and across childhood. We found that older (...)
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  16.  25
    (1 other version)More Than Words: The Role of Multiword Sequences in Language Learning and Use.Morten H. Christiansen & Inbal Arnon - forthcoming - Cognitive Science.
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  17.  11
    Infant-directed speech becomes less redundant as infants grow: Implications for language learning.Shira Tal, Eitan Grossman & Inbal Arnon - 2024 - Cognition 249 (C):105817.
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  18.  31
    Corrigendum to ‘ “Piensa” twice: On the foreign language effect in decision making’ [Cognition 130 (2) (2014) 236–254].Albert Costa, Alice Foucart, Inbal Arnon, Melina Aparici & Jose Apesteguia - 2015 - Cognition 142 (C):362-363.
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  19.  27
    Do Children Use Multi‐Word Information in Real‐Time Sentence Comprehension?Rana Abu-Zhaya, Inbal Arnon & Arielle Borovsky - 2022 - Cognitive Science 46 (3):e13111.
    Cognitive Science, Volume 46, Issue 3, March 2022.
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  20.  42
    A unified lexicon and grammar? Compositional and non-compositional phrases in the lexicon.Neal Snider & Inbal Arnon - 2012 - In Dagmar Divjak & Stefan Thomas Gries (eds.), Frequency effects in language representation. Boston: De Gruyter Mouton. pp. 2--127.
  21.  1
    Zipfian distributions facilitate children's learning of novel word-referent mappings.Lucie Wolters, Ori Lavi-Rotbain & Inbal Arnon - 2024 - Cognition 253 (C):105932.
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