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  1.  18
    Under What Conditions Can Recursion Be Learned? Effects of Starting Small in Artificial Grammar Learning of Center‐Embedded Structure.Fenna H. Poletiek, Christopher M. Conway, Michelle R. Ellefson, Jun Lai, Bruno R. Bocanegra & Morten H. Christiansen - 2018 - Cognitive Science 42 (8):2855-2889.
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  2.  61
    Simplifying Reading: Applying the Simplicity Principle to Reading.Janet I. Vousden, Michelle R. Ellefson, Jonathan Solity & Nick Chater - 2011 - Cognitive Science 35 (1):34-78.
    Debates concerning the types of representations that aid reading acquisition have often been influenced by the relationship between measures of early phonological awareness (the ability to process speech sounds) and later reading ability. Here, a complementary approach is explored, analyzing how the functional utility of different representational units, such as whole words, bodies (letters representing the vowel and final consonants of a syllable), and graphemes (letters representing a phoneme) may change as the number of words that can be read gradually (...)
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  3.  48
    Raising the Bar for Connectionist Modeling of Cognitive Developmental Disorders.Morten H. Christiansen, Christopher M. Conway & Michelle R. Ellefson - 2002 - Behavioral and Brain Sciences 25 (6):752-753.
    Cognitive developmental disorders cannot be properly understood without due attention to the developmental process, and we commend the authors’simulations in this regard. We note the contribution of these simulations to the nascent field of connectionist modeling of developmental disorders and outline a set of criteria for assessing individual models in the hope of furthering future modeling efforts.
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