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Lila R. Gleitman [13]Lila Gleitman [11]L. Gleitman [7]L. R. Gleitman [3]
  1. Mother, Id rather do it myself: Some effects and non-effects of maternal speech style.E. Newport, Henry Gleitman & L. Gleitman - 1977 - In Catherine E. Snow & Charles A. Ferguson (eds.), Talking to Children: Language Input and Acquisition. Cambridge University Press. pp. 109--149.
  2.  72
    Human simulations of vocabulary learning.Jane Gillette, Henry Gleitman, Lila Gleitman & Anne Lederer - 1999 - Cognition 73 (2):135-176.
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  3.  79
    Turning the tables: language and spatial reasoning.Peggy Li & Lila Gleitman - 2002 - Cognition 83 (3):265-294.
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  4.  59
    Hard Words.Lila R. Gleitman, Anna Papafragou & John C. Trueswell - unknown
    How do children acquire the meaning of words? And why are words such as know harder for learners to acquire than words such as dog or jump? We suggest that the chief limiting factor in acquiring the vocabulary of natural languages consists not in overcoming conceptual difficulties with abstract word meanings but rather in mapping these meanings onto their corresponding lexical forms. This opening premise of our position, while controversial, is shared with some prior approaches. The present discussion moves forward (...)
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  5.  48
    Understanding how input matters: verb learning and the footprint of universal grammar.Jeffrey Lidz, Henry Gleitman & Lila Gleitman - 2003 - Cognition 87 (3):151-178.
  6.  49
    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 (C):117-135.
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  7. Why stereotypes don’t even make good defaults.Andrew C. Connolly, Jerry A. Fodor, Lila R. Gleitman & Henry Gleitman - 2007 - Cognition 103 (1):1-22.
  8. Language and thought.Lila Gleitman & Anna Papafragou - 2005 - In K. Holyoak & B. Morrison (eds.), The Cambridge handbook of thinking and reasoning. Cambridge, England: Cambridge University Press. pp. 633--661.
  9.  45
    The Pursuit of Word Meanings.Jon Scott Stevens, Lila R. Gleitman, John C. Trueswell & Charles Yang - 2017 - Cognitive Science 41 (S4):638-676.
    We evaluate here the performance of four models of cross-situational word learning: two global models, which extract and retain multiple referential alternatives from each word occurrence; and two local models, which extract just a single referent from each occurrence. One of these local models, dubbed Pursuit, uses an associative learning mechanism to estimate word-referent probability but pursues and tests the best referent-meaning at any given time. Pursuit is found to perform as well as global models under many conditions extracted from (...)
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  10.  57
    (1 other version)Asymmetries in the Acquisition of Numbers and Quantifiers.Felicia Hurewitz, Anna Papafragou & Lila Gleitman - unknown
    Number terms and quantifiers share a range of linguistic (syntactic, semantic, and pragmatic) properties. On the basis of these similarities, one might expect these 2 classes of linguistic expression to pose similar problems to children acquiring language. We report here the results of an experiment that explicitly compared the acquisition of numerical expressions (two, four) and quantificational (some, all) expressions in younger and older 3-year-olds. Each group showed adult-like preferences for “exact” interpretations when evaluating number terms; however they did not (...)
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  11.  75
    Similar, and similar concepts.Lila R. Gleitman, Henry Gleitman, Carol Miller & Ruth Ostrin - 1996 - Cognition 58 (3):321-376.
  12. When English proposes what Greek presupposes: the cross-linguistic encoding of motion events.Lila Gleitman - 2006 - Cognition 98 (3):75-87.
    How do we talk about events we perceive? And how tight is the connection between linguistic and non-linguistic representations of events? To address these questions, we experimentally compared motion descriptions produced by children and adults in two typologically distinct languages, Greek and English. Our findings confirm a well-known asymmetry between the two languages, such that English speakers are overall more likely to include manner of motion information than Greek speakers. However, mention of manner of motion in Greek speakers' descriptions increases (...)
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  13. Language acquisition.Cynthia Fisher & Lila R. Gleitman - 2002 - In J. Wixted & H. Pashler (eds.), Stevens' Handbook of Experimental Psychology. Wiley.
     
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  14.  44
    Easy Words: Reference Resolution in a Malevolent Referent World.Lila R. Gleitman & John C. Trueswell - 2018 - Topics in Cognitive Science 12 (1):22-47.
    Gleitman and Trueswell’s “The easy words” forms a pair with their earlier paper, “Hard words,” completing a circle in which the authors ask how “easy” words (e.g., concrete nouns) are learned. They take up the hypothesis of “cross‐situational learning,” and argue that accumulating observations actually hinders learning if the mechanism requires holding all exemplars in memory over time. They present an alternative hypothesis, “Propose but Verify,” wherein people use one‐trial learning to confirm or disconfirm their current hypothesis—a mechanism distinctly different (...)
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  15.  38
    The emergence of the child as grammarian.Lila R. Gleitman, Henry Gleitman & Elizabeth F. Shipley - 1972 - Cognition 1 (2-3):137-164.
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  16. Yes, we still need Universal Grammar.Jeffrey Lidz & Lila R. Gleitman - 2004 - Cognition 94 (1):85-93.
  17. Biological dispositions to learn language.L. Gleitman - 1986 - In William Demopoulos (ed.), Language Learning and Concept Acquisition: Foundational Issues. Ablex.
     
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  18.  31
    6 Universal aspects of word learning.Lila Gleitman & Cynthia Fisher - 2005 - In James McGilvray (ed.), The Cambridge Companion to Chomsky. Cambridge University Press. pp. 123.
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  19.  16
    Incremental language learning: two and three year olds' acquisition of adjectives.T. Mintz & L. Gleitman - 1998 - In Morton Ann Gernsbacher & Sharon J. Derry (eds.), Proceedings of the 20th Annual Conference of the Cognitive Science Society. Lawerence Erlbaum.
  20. Doi, LM, 157.J. Druks, J. Fodor, H. Gleitman, L. R. Gleitman, J. Grant, A. N. Haendiges, M. C. Jones, A. Karmiloff-Smith, Y. Klar & C. C. Mitchum - 1996 - Cognition 58:379.
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  21. Mother I'd rather do it myself: the contribution of selected child listener variables'.E. L. Newport, H. Gleitman & L. R. Gleitman - 1977 - In Catherine E. Snow & Charles A. Ferguson (eds.), Talking to Children: Language Input and Acquisition. Cambridge University Press.
     
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  22. The invention of language by children: Environmental and biological influences.E. Newport & L. Gleitman - 2002 - In Daniel J. Levitin (ed.), Foundations of Cognitive Psychology: Core Readings. MIT Press. pp. 685--704.
     
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  23.  18
    Language as a Branch of Psychology: Chomsky and Cognitive Science 1.Lila Gleitman - 2021 - In Nicholas Allott, Terje Lohndal & Georges Rey (eds.), A Companion to Chomsky. Wiley. pp. 109–122.
    This chapter presents some reflections by Lila Gleitman on the development of her thinking and her research – in concert with a host of esteemed collaborators over the years – on issues of language and mind, focusing on how language is acquired. Gleitman entered the field of linguistics as a student of Zellig Harris, and learned firsthand of Noam Chomsky's early work. The chapter points out that Goldin‐Meadow's first looks at isolate language, and deaf language, transmuted into her life's work (...)
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  24. Altmann, GTM, 247.S. Barreau, J. Gillette, H. Gleitman, L. Gleitman, N. M. Hill, Y. Kamide, D. Kemmerer, A. Lederer, M. L. Logrip & G. F. Marcus - 1999 - Cognition 73:301.
     
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  25. McDermott, J., B11 Milders, M., B23 Needham, A., 215 Newman, RS, B45 Niedeggen, M., B23.P. Bloom, N. Burgess, J. B. Cicchino, F. M. del Prado Martın, G. Dueker, L. R. Gleitman, A. E. Goldberg, A. I. Goldman, T. Hartley & H. Intraub - 2005 - Cognition 94:257.
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  26. Akahane-Yamada, R., B47 Bertamini, M., 33 Booth, AE, 215 Brockmole, JR, B59 Chambers, KE, B69.N. Chater, E. Colunga, C. J. Croucher, C. H. Echols, H. Gleitman, L. Gleitman, U. Hahn, S. Hulme, S. S. Jones & G. Keren - 2003 - Cognition 87:235.
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  27. Introduction: a Fodor's guide to cognitive science.Roberto G. de Almeida & Lila Gleitman - 2017 - In Roberto G. De Almeida & Lila R. Gleitman (eds.), On Concepts, Modules, and Language: Cognitive Science at its Core. New York, NY: Oup Usa.
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  28.  21
    On Concepts, Modules, and Language: Cognitive Science at its Core.Roberto G. De Almeida & Lila R. Gleitman (eds.) - 2017 - New York, NY: Oup Usa.
    What are the landmarks of the cognitive revolution? What are the core topics of modern cognitive science? Where is cognitive science heading to? Leading cognitive scientists--Chomsky, Pylyshyn, Gallistel, and others--examine their own work in relation to one of cognitive science's most influential and polemical figures: Jerry Fodor.
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  29.  25
    Language use and language judgment.Henry Gleitman & Lila Gleitman - 1991 - In William Kessen, Andrew Ortony & Fergus I. M. Craik (eds.), Memories, Thoughts, and Emotions: Essays in Honor of George Mandler. Lawrence Erlbaum. pp. 99.
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  30.  20
    The violin case.Lila R. Gleitman & Claire Gleitman - 2021 - Cognition 213 (C):104531.
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  31. Language and spatial reasoning.P. Li & L. Gleitman - 2002 - Cognition 3:265-294.
     
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