45 found
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  1.  21
    Domain Generality Versus Modality Specificity: The Paradox of Statistical Learning.Ram Frost, Blair C. Armstrong, Noam Siegelman & Morten H. Christiansen - 2015 - Trends in Cognitive Sciences 19 (3):117-125.
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  2.  54
    Language as Shaped by the Brain.Morten H. Christiansen & Nick Chater - 2008 - Behavioral and Brain Sciences 31 (5):489-509.
    It is widely assumed that human learning and the structure of human languages are intimately related. This relationship is frequently suggested to derive from a language-specific biological endowment, which encodes universal, but communicatively arbitrary, principles of language structure (a Universal Grammar or UG). How might such a UG have evolved? We argue that UG could not have arisen either by biological adaptation or non-adaptationist genetic processes, resulting in a logical problem of language evolution. Specifically, as the processes of language change (...)
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  3.  37
    Arbitrariness, Iconicity, and Systematicity in Language.Mark Dingemanse, Damián E. Blasi, Gary Lupyan, Morten H. Christiansen & Padraic Monaghan - 2015 - Trends in Cognitive Sciences 19 (10):603-615.
    The notion that the form of a word bears an arbitrary relation to its meaning accounts only partly for the attested relations between form and meaning in the languages of the world. Recent research suggests a more textured view of vocabulary structure, in which arbitrariness is complemented by iconicity (aspects of form resemble aspects of meaning) and systematicity (statistical regularities in forms predict function). Experimental evidence suggests these form-to-meaning correspondences serve different functions in language processing, development, and communication: systematicity facilitates (...)
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  4. Sequential Expectations: The Role of Prediction‐Based Learning in Language.B. Misyak Jennifer, H. Christiansen Morten & Tomblin J. Bruce - 2010 - Topics in Cognitive Science 2 (1):138-153.
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  5.  17
    The Now-or-Never Bottleneck: A Fundamental Constraint on Language.Morten H. Christiansen & Nick Chater - 2016 - Behavioral and Brain Sciences 39:1-52.
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  6.  39
    Language Evolution: Consensus and Controversies.Morten H. Christiansen & Simon Kirby - 2003 - Trends in Cognitive Sciences 7 (7):300-307.
  7.  37
    Networks in Cognitive Science.Andrea Baronchelli, Ramon Ferrer-I.-Cancho, Romualdo Pastor-Satorras, Nick Chater & Morten H. Christiansen - 2013 - Trends in Cognitive Sciences 17 (7):348-360.
  8.  12
    Toward a Connectionist Model of Recursion in Human Linguistic Performance.Morten H. Christiansen & Nick Chater - 1999 - Cognitive Science 23 (2):157-205.
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  9.  9
    Uncovering the Richness of the Stimulus: Structure Dependence and Indirect Statistical Evidence.Florencia Reali & Morten H. Christiansen - 2005 - Cognitive Science 29 (6):1007-1028.
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  10.  49
    Language Acquisition Meets Language Evolution.Nick Chater & Morten H. Christiansen - 2010 - Cognitive Science 34 (7):1131-1157.
    Recent research suggests that language evolution is a process of cultural change, in which linguistic structures are shaped through repeated cycles of learning and use by domain-general mechanisms. This paper draws out the implications of this viewpoint for understanding the problem of language acquisition, which is cast in a new, and much more tractable, form. In essence, the child faces a problem of induction, where the objective is to coordinate with others (C-induction), rather than to model the structure of the (...)
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  11.  1
    Reassessing Working Memory: Comment on Just and Carpenter and Waters and Caplan.Maryellen C. MacDonald & Morten H. Christiansen - 2002 - Psychological Review 109 (1):35-54.
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  12.  22
    The Differential Role of Phonological and Distributional Cues in Grammatical Categorisation.Padraic Monaghan, Nick Chater & Morten H. Christiansen - 2005 - Cognition 96 (2):143-182.
  13.  35
    Sequential Learning in Non-Human Primates.Christopher M. Conway & Morten H. Christiansen - 2001 - Trends in Cognitive Sciences 5 (12):539-546.
  14.  35
    Looking in the Wrong Direction Correlates With More Accurate Word Learning.Stanka A. Fitneva & Morten H. Christiansen - 2011 - Cognitive Science 35 (2):367-380.
    Previous research on lexical development has aimed to identify the factors that enable accurate initial word-referent mappings based on the assumption that the accuracy of initial word-referent associations is critical for word learning. The present study challenges this assumption. Adult English speakers learned an artificial language within a cross-situational learning paradigm. Visual fixation data were used to assess the direction of visual attention. Participants whose longest fixations in the initial trials fell more often on distracter images performed significantly better at (...)
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  15.  1
    The Arbitrariness of the Sign: Learning Advantages From the Structure of the Vocabulary.Padraic Monaghan, Morten H. Christiansen & Stanka A. Fitneva - 2011 - Journal of Experimental Psychology: General 140 (3):325-347.
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  16.  1
    Impaired Statistical Learning of Non-Adjacent Dependencies in Adolescents with Specific Language Impairment.Hsinjen J. Hsu, J. Bruce Tomblin & Morten H. Christiansen - 2014 - Frontiers in Psychology 5.
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  17.  1
    Multimodal Integration in Statistical Learning: Evidence From the McGurk Illusion.Aaron D. Mitchel, Morten H. Christiansen & Daniel J. Weiss - 2014 - Frontiers in Psychology 5.
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  18.  38
    Connectionist Psycholinguistics: Capturing the Empirical Data.Morten H. Christiansen & Nick Chater - 2001 - Trends in Cognitive Sciences 5 (2):82-88.
  19.  6
    Connectionist Natural Language Processing: The State of the Art.Morten H. Christiansen & Nick Chater - 1999 - Cognitive Science 23 (4):417-437.
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  20.  6
    Impaired Artificial Grammar Learning in Agrammatism.Morten H. Christiansen, M. Louise Kelly, Richard C. Shillcock & Katie Greenfield - 2010 - Cognition 116 (3):382-393.
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  21.  3
    Sequential Learning and the Interaction Between Biological and Linguistic Adaptation in Language Evolution.Florencia Reali & Morten H. Christiansen - 2009 - Interaction Studies 10 (1):5-30.
  22.  5
    The Language Faculty That Wasn't: A Usage-Based Account of Natural Language Recursion.Morten H. Christiansen & Nick Chater - 2015 - Frontiers in Psychology 6.
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  23.  16
    Transfer of Learning: Rule Acquisition or Statistical Learning?Morten H. Christiansen & Suzanne Curtin - 1999 - Trends in Cognitive Sciences 3 (8):289-290.
  24.  20
    Stress Changes the Representational Landscape: Evidence From Word Segmentation.Suzanne Curtin, Toben H. Mintz & Morten H. Christiansen - 2005 - Cognition 96 (3):233-262.
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  25.  42
    How Seriously Should We Take Minimalist Syntax?Shimon Edelman & Morten H. Christiansen - 2003 - Trends in Cognitive Sciences 7 (2):60-61.
  26.  50
    Division of Labor in Vocabulary Structure: Insights From Corpus Analyses.Morten H. Christiansen & Padraic Monaghan - 2016 - Topics in Cognitive Science 8 (3):610-624.
    Psychologists have used experimental methods to study language for more than a century. However, only with the recent availability of large-scale linguistic databases has a more complete picture begun to emerge of how language is actually used, and what information is available as input to language acquisition. Analyses of such “big data” have resulted in reappraisals of key assumptions about the nature of language. As an example, we focus on corpus-based research that has shed new light on the arbitrariness of (...)
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  27.  30
    Building Social Cognitive Models of Language Change.Daniel J. Hruschka, Morten H. Christiansen, Richard A. Blythe, William Croft, Paul Heggarty, Salikoko S. Mufwene, Janet B. Pierrehumbert & Shana Poplack - 2009 - Trends in Cognitive Sciences 13 (11):464-469.
  28.  4
    Toward a Unified Account of Comprehension and Production in Language Development.Stewart M. McCauley & Morten H. Christiansen - 2013 - Behavioral and Brain Sciences 36 (4):366-367.
  29.  7
    More Than Words: The Role of Multiword Sequences in Language Learning and Use.Morten H. Christiansen & Inbal Arnon - 2017 - Topics in Cognitive Science 9 (3):542-551.
    The ability to convey our thoughts using an infinite number of linguistic expressions is one of the hallmarks of human language. Understanding the nature of the psychological mechanisms and representations that give rise to this unique productivity is a fundamental goal for the cognitive sciences. A long-standing hypothesis is that single words and rules form the basic building blocks of linguistic productivity, with multiword sequences being treated as units only in peripheral cases such as idioms. The new millennium, however, has (...)
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  30.  10
    Extending Statistical Learning Farther and Further: Long-Distance Dependencies, and Individual Differences in Statistical Learning and Language.Jennifer B. Misyak & Morten H. Christiansen - 2007 - In McNamara D. S. & Trafton J. G. (eds.), Proceedings of the 29th Annual Cognitive Science Society. Cognitive Science Society. pp. 1307--1312.
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  31. Sequential Learning and the Interaction Between Biological and Linguistic Adaptation in Language Evolution.Florencia Reali & Morten H. Christiansen - 2009 - Interaction Studiesinteraction Studies Social Behaviour and Communication in Biological and Artificial Systems 10 (1):5-30.
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  32.  23
    Language Evolution: Constraints and Opportunities From Modern Genetics.Dan Dediu & Morten H. Christiansen - 2016 - Topics in Cognitive Science 8 (2):361-370.
    Our understanding of language, its origins and subsequent evolution, is shaped not only by data and theories from the language sciences, but also fundamentally by the biological sciences. Recent developments in genetics and evolutionary theory offer both very strong constraints on what scenarios of language evolution are possible and probable, but also offer exciting opportunities for understanding otherwise puzzling phenomena. Due to the intrinsic breathtaking rate of advancement in these fields, and the complexity, subtlety, and sometimes apparent non-intuitiveness of the (...)
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  33.  5
    Learning Grammatical Categories From Distributional Cues: Flexible Frames for Language Acquisition.Michelle C. St Clair, Padraic Monaghan & Morten H. Christiansen - 2010 - Cognition 116 (3):341-360.
  34.  7
    Fractionated Working Memory: Even in Pebbles, It's Still a Soup Stone.Morten H. Christiansen & Maryellen C. MacDonald - 1999 - Behavioral and Brain Sciences 22 (1):97-98.
    We agree with Caplan & Waters that there are problems with the single-resource theory of sentence comprehension. However, we challenge their dual-resource alternative on theoretical and empirical grounds and point to a more coherent solution that abandons the notion of working memory resources.
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  35.  5
    Developmental Changes in Cross‐Situational Word Learning: The Inverse Effect of Initial Accuracy.Stanka A. Fitneva & Morten H. Christiansen - 2017 - Cognitive Science 41 (S1):141-161.
    Intuitively, the accuracy of initial word-referent mappings should be positively correlated with the outcome of learning. Yet recent evidence suggests an inverse effect of initial accuracy in adults, whereby greater accuracy of initial mappings is associated with poorer outcomes in a cross-situational learning task. Here, we examine the impact of initial accuracy on 4-year-olds, 10-year-olds, and adults. For half of the participants most word-referent mappings were initially correct and for the other half most mappings were initially incorrect. Initial accuracy was (...)
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  36.  2
    Preface.Morten H. Christiansen, Nick Chater & Mark S. Seidenberg - 1999 - Cognitive Science 23 (4):415-415.
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  37.  3
    Computational Investigations of Multiword Chunks in Language Learning.Stewart M. McCauley & Morten H. Christiansen - 2017 - Topics in Cognitive Science 9 (3):637-652.
    Second-language learners rarely arrive at native proficiency in a number of linguistic domains, including morphological and syntactic processing. Previous approaches to understanding the different outcomes of first- versus second-language learning have focused on cognitive and neural factors. In contrast, we explore the possibility that children and adults may rely on different linguistic units throughout the course of language learning, with specific focus on the granularity of those units. Following recent psycholinguistic evidence for the role of multiword chunks in online language (...)
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  38.  22
    Two Views of Simplicity in Linguistic Theory: Which Connects Better with Cognitive Science?Nick Chater & Morten H. Christiansen - 2007 - Trends in Cognitive Sciences 11 (8):324-326.
  39.  15
    When 'More'in Statistical Learning Means 'Less' in Language: Individual Differences in Predictive Processing of Adjacent Dependencies.Jennifer B. Misyak & Morten H. Christiansen - 2010 - In S. Ohlsson & R. Catrambone (eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society. Cognitive Science Society. pp. 2686--2691.
  40.  26
    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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  41.  15
    Modularity Revisited.Morten H. Christiansen - 2000 - Trends in Cognitive Sciences 4 (4):130.
  42.  1
    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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  43.  1
    Squeezing Through the Now-or-Never Bottleneck: Reconnecting Language Processing, Acquisition, Change, and Structure.Nick Chater & Morten H. Christiansen - 2016 - Behavioral and Brain Sciences 39.
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  44.  20
    Brains, Genes, and Language Evolution: A New Synthesis.Morten H. Christiansen & Nick Chater - 2008 - Behavioral and Brain Sciences 31 (5):537-558.
    Our target article argued that a genetically specified Universal Grammar (UG), capturing arbitrary properties of languages, is not tenable on evolutionary grounds, and that the close fit between language and language learners arises because language is shaped by the brain, rather than the reverse. Few commentaries defend a genetically specified UG. Some commentators argue that we underestimate the importance of processes of cultural transmission; some propose additional cognitive and brain mechanisms that may constrain language and perhaps differentiate humans from nonhuman (...)
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  45.  6
    The Myth of Language Universals and the Myth of Universal Grammar.Morten H. Christiansen & Nick Chater - 2009 - Behavioral and Brain Sciences 32 (5):452.