42 found
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  1.  56
    Letting Structure Emerge: Connectionist and Dynamical Systems Approaches to Cognition.James L. McClelland, Matthew M. Botvinick, David C. Noelle, David C. Plaut, Timothy T. Rogers, Mark S. Seidenberg & Linda B. Smith - 2010 - Trends in Cognitive Sciences 14 (8):348-356.
  2. The Dynamics of Embodiment: A Field Theory of Infant Perseverative Reaching.Esther Thelen, Gregor Schöner, Christian Scheier & Linda B. Smith - 2001 - Behavioral and Brain Sciences 24 (1):1-34.
    The overall goal of this target article is to demonstrate a mechanism for an embodied cognition. The particular vehicle is a much-studied, but still widely debated phenomenon seen in 7–12 month-old-infants. In Piaget's classic “A-not-B error,” infants who have successfully uncovered a toy at location “A” continue to reach to that location even after they watch the toy hidden in a nearby location “B.” Here, we question the traditional explanations of the error as an indicator of infants' concepts of objects (...)
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  3. Development as a Dynamic System.Linda B. Smith & Esther Thelen - 2003 - Trends in Cognitive Sciences 7 (8):343-348.
  4.  54
    Embodied Attention and Word Learning by Toddlers.Chen Yu & Linda B. Smith - 2012 - Cognition 125 (2):244-262.
  5.  34
    Developmental Process Emerges From Extended Brain–Body–Behavior Networks.Lisa Byrge, Olaf Sporns & Linda B. Smith - 2014 - Trends in Cognitive Sciences 18 (8):395-403.
  6.  26
    Open Questions and a Proposal: A Critical Review of the Evidence on Infant Numerical Abilities.Lisa Cantrell & Linda B. Smith - 2013 - Cognition 128 (3):331-352.
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  7.  4
    From the Lexicon to Expectations About Kinds: A Role for Associative Learning.Eliana Colunga & Linda B. Smith - 2005 - Psychological Review 112 (2):347-382.
  8.  43
    Competitive Processes in Cross‐Situational Word Learning.Daniel Yurovsky, Chen Yu & Linda B. Smith - 2013 - Cognitive Science 37 (5):891-921.
    Cross-situational word learning, like any statistical learning problem, involves tracking the regularities in the environment. However, the information that learners pick up from these regularities is dependent on their learning mechanism. This article investigates the role of one type of mechanism in statistical word learning: competition. Competitive mechanisms would allow learners to find the signal in noisy input and would help to explain the speed with which learners succeed in statistical learning tasks. Because cross-situational word learning provides information at multiple (...)
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  9.  6
    Modeling Cross-Situational Word–Referent Learning: Prior Questions.Chen Yu & Linda B. Smith - 2012 - Psychological Review 119 (1):21-39.
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  10.  22
    The Unrealized Promise of Infant Statistical Word–Referent Learning.Linda B. Smith, Sumarga H. Suanda & Chen Yu - 2014 - Trends in Cognitive Sciences 18 (5):251-258.
  11.  47
    Knowledge as Process: Contextually Cued Attention and Early Word Learning.Linda B. Smith, Eliana Colunga & Hanako Yoshida - 2010 - Cognitive Science 34 (7):1287-1314.
    Learning depends on attention. The processes that cue attention in the moment dynamically integrate learned regularities and immediate contextual cues. This paper reviews the extensive literature on cued attention and attentional learning in the adult literature and proposes that these fundamental processes are likely significant mechanisms of change in cognitive development. The value of this idea is illustrated using phenomena in children's novel word learning.
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  12.  29
    Naming in Young Children: A Dumb Attentional Mechanism?Linda B. Smith, Susan S. Jones & Barbara Landau - 1996 - Cognition 60 (2):143-171.
  13.  4
    Knowing in the Context of Acting: The Task Dynamics of the A-Not-B Error.Linda B. Smith, Esther Thelen, Robert Titzer & Dewey McLin - 1999 - Psychological Review 106 (2):235-260.
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  14.  36
    How Evolution May Work Through Curiosity‐Driven Developmental Process.Pierre-Yves Oudeyer & Linda B. Smith - 2016 - Topics in Cognitive Science 8 (2):492-502.
    Infants' own activities create and actively select their learning experiences. Here we review recent models of embodied information seeking and curiosity-driven learning and show that these mechanisms have deep implications for development and evolution. We discuss how these mechanisms yield self-organized epigenesis with emergent ordered behavioral and cognitive developmental stages. We describe a robotic experiment that explored the hypothesis that progress in learning, in and for itself, generates intrinsic rewards: The robot learners probabilistically selected experiences according to their potential for (...)
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  15.  22
    Early Noun Vocabularies: Do Ontology, Category Structure and Syntax Correspond?Larissa K. Samuelson & Linda B. Smith - 1999 - Cognition 73 (1):1-33.
  16.  3
    Accessing Similarity and Dimensional Relations: Effects of Integrality and Separability on the Discovery of Complex Concepts.Deborah G. Kemler & Linda B. Smith - 1979 - Journal of Experimental Psychology: General 108 (2):133-150.
  17.  15
    Action Alters Shape Categories.Linda B. Smith - 2005 - Cognitive Science 29 (4):665-679.
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  18.  9
    From Faces to Hands: Changing Visual Input in the First Two Years.Caitlin M. Fausey, Swapnaa Jayaraman & Linda B. Smith - 2016 - Cognition 152:101-107.
    Human development takes place in a social context. Two pervasive sources of social information are faces and hands. Here, we provide the first report of the visual frequency of faces and hands in the everyday scenes available to infants. These scenes were collected by having infants wear head cameras during unconstrained everyday activities. Our corpus of 143 hours of infant-perspective scenes, collected from 34 infants aged 1 month to 2 years, was sampled for analysis at 1/5 Hz. The major finding (...)
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  19.  19
    Is There Preferential Attachment in the Growth of Early Semantic Noun Networks?Thomas T. Hills, Mounir Maouene, Josita Maouene, Adam Sheya & Linda B. Smith - 2008 - In B. C. Love, K. McRae & V. M. Sloutsky (eds.), Proceedings of the 30th Annual Conference of the Cognitive Science Society. Cognitive Science Society.
  20.  8
    Simplicity and Generalization: Short-Cutting Abstraction in Children’s Object Categorizations.Ji Y. Son, Linda B. Smith & Robert L. Goldstone - 2008 - Cognition 108 (3):626-638.
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  21. Is Cognition Enough to Explain Cognitive Development?Linda B. Smith & Adam Sheya - 2010 - Topics in Cognitive Science 2 (4):725-735.
    Traditional views separate cognitive processes from sensory–motor processes, seeing cognition as amodal, propositional, and compositional, and thus fundamentally different from the processes that underlie perceiving and acting. These were the ideas on which cognitive science was founded 30 years ago. However, advancing discoveries in neuroscience, cognitive neuroscience, and psychology suggests that cognition may be inseparable from processes of perceiving and acting. From this perspective, this study considers the future of cognitive science with respect to the study of cognitive development.
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  22.  22
    Why Children Learn Color and Size Words so Differently: Evidence From Adults' Learning of Artificial Terms.Catherine M. Sandhofer & Linda B. Smith - 2001 - Journal of Experimental Psychology: General 130 (4):600.
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  23.  18
    Whose DAM Account? Attentional Learning Explains Booth and Waxman.Linda B. Smith, Susan S. Jones, Hanako Yoshida & Eliana Colunga - 2003 - Cognition 87 (3):209-213.
  24.  14
    Multiple Sensory‐Motor Pathways Lead to Coordinated Visual Attention.Chen Yu & Linda B. Smith - 2017 - Cognitive Science 41 (S1):5-31.
    Joint attention has been extensively studied in the developmental literature because of overwhelming evidence that the ability to socially coordinate visual attention to an object is essential to healthy developmental outcomes, including language learning. The goal of this study was to understand the complex system of sensory-motor behaviors that may underlie the establishment of joint attention between parents and toddlers. In an experimental task, parents and toddlers played together with multiple toys. We objectively measured joint attention—and the sensory-motor behaviors that (...)
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  25.  7
    A Model of Perceptual Classification in Children and Adults.Linda B. Smith - 1989 - Psychological Review 96 (1):125-144.
  26. The Active Role of Partial Knowledge in Cross-Situational Word Learning.Daniel Yurovsky, Damian Fricker, Chen Yu & Linda B. Smith - 2010 - In S. Ohlsson & R. Catrambone (eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society. Cognitive Science Society.
     
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  27.  17
    Preschoolers and Multi-Digit Numbers: A Path to Mathematics Through the Symbols Themselves.Lei Yuan, Richard W. Prather, Kelly S. Mix & Linda B. Smith - 2019 - Cognition 189:89-104.
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  28.  43
    Predictable Locations Aid Early Object Name Learning.Viridiana L. Benitez & Linda B. Smith - 2012 - Cognition 125 (3):339-352.
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  29.  11
    Meaning Matters in Children’s Plural Productions.Jennifer A. Zapf & Linda B. Smith - 2008 - Cognition 108 (2):466-476.
  30.  31
    Quantity and Diversity: Simulating Early Word Learning Environments.Jessica L. Montag, Michael N. Jones & Linda B. Smith - 2018 - Cognitive Science 42 (S2):375-412.
    The words in children's language learning environments are strongly predictive of cognitive development and school achievement. But how do we measure language environments and do so at the scale of the many words that children hear day in, day out? The quantity and quality of words in a child's input are typically measured in terms of total amount of talk and the lexical diversity in that talk. There are disagreements in the literature whether amount or diversity is the more critical (...)
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  31.  37
    Categorical Structure in Early Semantic Networks of Nouns.Thomas Hills, Mounir Maouene, Josita Maouene, Adam Sheya & Linda B. Smith - 2008 - In B. C. Love, K. McRae & V. M. Sloutsky (eds.), Proceedings of the 30th Annual Conference of the Cognitive Science Society. Cognitive Science Society.
  32.  17
    Early Noun Lexicons in English and Japanese.Hanako Yoshida & Linda B. Smith - 2001 - Cognition 82 (2):63-74.
    Previous research suggests that children learning a variety of languages acquire similar early noun vocabularies and do so by similar and universal processes. We report here results from two studies that show differences in the early noun learning of English- and Japanese-speaking children. Experiment 1 examined the relative numbers of animal names and object names in vocabularies of English-speaking and Japanese-speaking children. English-speaking children's vocabularies were heavily lopsided with many more object than animal names whereas Japanese-speaking children's vocabularies were more (...)
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  33.  18
    A Developmental Approach to Machine Learning?Linda B. Smith & Lauren K. Slone - 2017 - Frontiers in Psychology 8.
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  34.  13
    The Developing Infant Creates a Curriculum for Statistical Learning.Linda B. Smith, Swapnaa Jayaraman, Elizabeth Clerkin & Chen Yu - 2018 - Trends in Cognitive Sciences 22 (4):325-336.
    New efforts are using head cameras and eye-trackers worn by infants to capture everyday visual environments from the point of view of the infant learner. From this vantage point, the training sets for statistical learning develop as the sensorimotor abilities of the infant develop, yielding a series of ordered datasets for visual learning that differ in content and structure between timepoints but are highly selective at each timepoint. These changing environments may constitute a developmentally ordered curriculum that optimizes learning across (...)
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  35.  21
    Grounding Word Learning in Multimodal Sensorimotor Interaction.Chen Yu, Linda B. Smith & Alfredo F. Pereira - 2008 - In B. C. Love, K. McRae & V. M. Sloutsky (eds.), Proceedings of the 30th Annual Conference of the Cognitive Science Society. Cognitive Science Society. pp. 1017--1022.
  36.  29
    So What's a Modeler to Do?Esther Thelen, Gregor Schöner, Christian Scheier & Linda B. Smith - 2001 - Behavioral and Brain Sciences 24 (1):70-80.
    We argue that mentalistic constructs like the “object concept” are not substitutes for process explanations of cognition, and that it is impossible to prove the existence of such constructs with behavioral tasks. We defend the field theory as an appropriate level for modeling embodiment. Finally, we discuss the model's biological plausibility and its extensions to other tasks and other species.
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  37.  4
    Developmentally Changing Attractor Dynamics of Manual Actions with Objects in Late Infancy.Jeremy I. Borjon, Drew H. Abney, Linda B. Smith & Chen Yu - 2018 - Complexity 2018:1-13.
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  38.  25
    Movement Matters: The Contributions of Esther Thelen.Linda B. Smith - 2006 - Biological Theory 1 (1):87-89.
  39.  14
    Set Size, Individuation, and Attention to Shape.Lisa Cantrell & Linda B. Smith - 2013 - Cognition 126 (2):258-267.
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  40.  12
    Erratum to “Meaning Matters in Children’s Plural Productions” [Cognition 108 466–476].Jennifer A. Zapf & Linda B. Smith - 2008 - Cognition 109 (3):431.
  41. Sid Kouider and Emmanuel Dupoux (Ehess/Cnrs) a Functional Disconnection Between Spoken and Visual Word Recognition: Evidence From Unconscious Priming, B35–B49.Cégep Montmorency, Jonas T. Kaplan, Eran Zaidel, Frank E. Pollick, M. Helena, Anthony J. Sanford, Hanako Yoshida, Linda B. Smith, F. -Xavier Alario & Alfonso Caramazza - 2002 - Cognition 82:281-283.
     
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  42. Action Alters Perceived Shape.Linda B. Smith - 2005 - Cognitive Science 29:665-679.
     
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