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Lila R. Gleitman [12]Lila Gleitman [12]
  1.  39
    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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  2.  34
    Turning the Tables: Language and Spatial Reasoning.Peggy Li & Lila Gleitman - 2002 - Cognition 83 (3):265-294.
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  3.  17
    Human Simulations of Vocabulary Learning.Jane Gillette, Henry Gleitman, Lila Gleitman & Anne Lederer - 1999 - Cognition 73 (2):135-176.
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  4. Language and Thought.Lila Gleitman & Anna Papafragou - 2005 - In K. Holyoak & B. Morrison (eds.), Cambridge Handbook of Thinking and Reasoning. Cambridge University Press. pp. 633--661.
  5.  16
    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 148:117-135.
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  6.  22
    Understanding How Input Matters: Verb Learning and the Footprint of Universal Grammar.Jeffrey Lidz, Henry Gleitman & Lila Gleitman - 2003 - Cognition 87 (3):151-178.
  7.  55
    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.  31
    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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  9.  37
    Similar, and Similar Concepts.Lila R. Gleitman, Henry Gleitman, Carol Miller & Ruth Ostrin - 1996 - Cognition 58 (3):321-376.
  10.  13
    Spatial Reasoning in Tenejapan Mayans.Peggy Li, Linda Abarbanell, Lila Gleitman & Anna Papafragou - 2011 - Cognition 120 (1):33-53.
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  11.  54
    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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  12.  9
    Language Acquisition.Cynthia Fisher & Lila R. Gleitman - 2002 - In J. Wixted & H. Pashler (eds.), Stevens' Handbook of Experimental Psychology. Wiley.
  13. Yes, We Still Need Universal Grammar.Jeffrey Lidz & Lila R. Gleitman - 2004 - Cognition 94 (1):85-93.
  14.  18
    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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  15.  17
    6 Universal Aspects of Word Learning.Lila Gleitman & Cynthia Fisher - 2005 - In James A. McGilvray (ed.), The Cambridge Companion to Chomsky. Cambridge University Press. pp. 123.
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  16.  17
    When English Proposes What Greek Presupposes: The Cross-Linguistic Encoding of Motion.Anna Papafragou, Christine Massey & Lila Gleitman - 2004 - Cognition 98:B75 - B87.
  17. On Concepts, Modules, and Language: Cognitive Science at its Core.Roberto G. de Almeida & Lila R. Gleitman (eds.) - 2017 - 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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  18. Human Simulations of Lexical Acquisition.Jane Gillette, Lila Gleitman, Henry Gleitman & Anne Lederer - 1999 - Cognition 73 (2):135-176.
     
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  19.  18
    Easy Words: Reference Resolution in a Malevolent Referent World.Lila R. Gleitman & John C. Trueswell - 2018 - Topics in Cognitive Science (1):22-47.
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  20.  10
    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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  21.  1
    The Violin Case.Lila R. Gleitman & Claire Gleitman - forthcoming - Cognition:104531.
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  22.  51
    Argument Structure and the Child's Contribution to Language Learning.Jeffrey Lidz & Lila R. Gleitman - 2004 - Trends in Cognitive Sciences 8 (4):157-161.