32 found
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  1.  79
    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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  2.  10
    Simultaneous Segmentation and Generalisation of Non-Adjacent Dependencies From Continuous Speech.Rebecca L. A. Frost & Padraic Monaghan - 2016 - Cognition 147:70-74.
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  3.  10
    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.
  4.  29
    The Differential Role of Phonological and Distributional Cues in Grammatical Categorisation.Padraic Monaghan, Nick Chater & Morten H. Christiansen - 2005 - Cognition 96 (2):143-182.
  5.  12
    Syntactic Structure and Artificial Grammar Learning: The Learnability of Embedded Hierarchical Structures.Meinou H. de Vries, Padraic Monaghan, Stefan Knecht & Pienie Zwitserlood - 2008 - Cognition 107 (2):763-774.
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  6.  17
    Integrating Constraints for Learning Word–Referent Mappings.Padraic Monaghan & Karen Mattock - 2012 - Cognition 123 (1):133-143.
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  7.  27
    Relationships Between Language Structure and Language Learning: The Suffixing Preference and Grammatical Categorization.Michelle C. St Clair, Padraic Monaghan & Michael Ramscar - 2009 - Cognitive Science 33 (7):1317-1329.
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  8.  16
    Exploring Variation Between Artificial Grammar Learning Experiments: Outlining a Meta‐Analysis Approach.Antony S. Trotter, Padraic Monaghan, Gabriël J. L. Beckers & Morten H. Christiansen - 2020 - Topics in Cognitive Science 12 (3):875-893.
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  9.  18
    Gavagai Is as Gavagai Does: Learning Nouns and Verbs From Cross‐Situational Statistics.Padraic Monaghan, Karen Mattock, Robert A. I. Davies & Alastair C. Smith - 2015 - Cognitive Science 39 (5):1099-1112.
    Learning to map words onto their referents is difficult, because there are multiple possibilities for forming these mappings. Cross-situational learning studies have shown that word-object mappings can be learned across multiple situations, as can verbs when presented in a syntactic context. However, these previous studies have presented either nouns or verbs in ambiguous contexts and thus bypass much of the complexity of multiple grammatical categories in speech. We show that noun word learning in adults is robust when objects are moving, (...)
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  10.  12
    A Single Paradigm for Implicit and Statistical Learning.Padraic Monaghan, Christine Schoetensack & Patrick Rebuschat - 2019 - Topics in Cognitive Science 11 (3):536-554.
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  11.  10
    Editors’ Introduction: Aligning Implicit Learning and Statistical Learning: Two Approaches, One Phenomenon.Patrick Rebuschat & Padraic Monaghan - 2019 - Topics in Cognitive Science 11 (3):459-467.
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  12.  23
    Sleep Promotes Analogical Transfer in Problem Solving.Padraic Monaghan, Ut Na Sio, Sum Wai Lau, Hoi Kei Woo, Sally A. Linkenauger & Thomas C. Ormerod - 2015 - Cognition 143:25-30.
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  13.  69
    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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  14.  11
    Eye-Fixation Behavior, Lexical Storage, and Visual Word Recognition in a Split Processing Model.Richard Shillcock, T. Mark Ellison & Padraic Monaghan - 2000 - Psychological Review 107 (4):824-851.
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  15.  12
    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.
  16.  5
    The Changing Role of Sound‐Symbolism for Small Versus Large Vocabularies.James Brand, Padraic Monaghan & Peter Walker - 2018 - Cognitive Science 42 (S2):578-590.
    Natural language contains many examples of sound-symbolism, where the form of the word carries information about its meaning. Such systematicity is more prevalent in the words children acquire first, but arbitrariness dominates during later vocabulary development. Furthermore, systematicity appears to promote learning category distinctions, which may become more important as the vocabulary grows. In this study, we tested the relative costs and benefits of sound-symbolism for word learning as vocabulary size varies. Participants learned form-meaning mappings for words which were either (...)
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  17.  8
    Canalization of Language Structure From Environmental Constraints: A Computational Model of Word Learning From Multiple Cues.Padraic Monaghan - 2017 - Topics in Cognitive Science 9 (1):21-34.
    There is substantial variation in language experience, yet there is surprising similarity in the language structure acquired. Constraints on language structure may be external modulators that result in this canalization of language structure, or else they may derive from the broader, communicative environment in which language is acquired. In this paper, the latter perspective is tested for its adequacy in explaining robustness of language learning to environmental variation. A computational model of word learning from cross-situational, multimodal information was constructed and (...)
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  18.  4
    Age of Acquisition Predicts Rate of Lexical Evolution.Padraic Monaghan - 2014 - Cognition 133 (3):530-534.
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  19.  8
    Comparing Cross-Situational Word Learning, Retention, and Generalisation in Children with Autism and Typical Development.Calum Hartley, Laura-Ashleigh Bird & Padraic Monaghan - 2020 - Cognition 200:104265.
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  20. Cross-Situational Language Learning: The Effects of Grammatical Categories as Constraints on Referential Labeling.Padraic Monaghan & Karen Mattock - 2009 - In N. A. Taatgen & H. van Rijn (eds.), Proceedings of the 31st Annual Conference of the Cognitive Science Society. pp. 27.
     
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  21.  5
    Canalization of Language Structure From Environmental Constraints: A Computational Model of Word Learning From Multiple Cues.Padraic Monaghan - 2016 - Topics in Cognitive Science 8 (4).
    There is substantial variation in language experience, yet there is surprising similarity in the language structure acquired. Constraints on language structure may be external modulators that result in this canalization of language structure, or else they may derive from the broader, communicative environment in which language is acquired. In this paper, the latter perspective is tested for its adequacy in explaining robustness of language learning to environmental variation. A computational model of word learning from cross-situational, multimodal information was constructed and (...)
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  22.  5
    An Amodal Shared Resource Model of Language-Mediated Visual Attention.Alastair C. Smith, Padraic Monaghan & Falk Huettig - 2013 - Frontiers in Psychology 4.
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  23. Effects of Representational Modality and Thinking Style on Learning to Solve Reasoning Problems.Padraic Monaghan & Keith Stenning - 1998 - In M. A. Gernsbacher & S. J. Derry (eds.), Proceedings of the 20th Annual Conference of the Cognitive Science Society. Maweh, N.J., USA: Lawerence Erlbaum. pp. 716--721.
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  24.  1
    Division of Labor Between the Hemispheres for Complex but Not Simple Tasks: An Implemented Connectionist Model.Padraic Monaghan & Stefan Pollmann - 2003 - Journal of Experimental Psychology: General 132 (3):379.
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  25.  1
    The Effect of Orthographic Systems on the Developing Reading System: Typological and Computational Analyses.Alastair C. Smith, Padraic Monaghan & Falk Huettig - forthcoming - Psychological Review.
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  26.  13
    Cognitive Influences in Language Evolution: Psycholinguistic Predictors of Loan Word Borrowing.Padraic Monaghan & Seán G. Roberts - 2019 - Cognition 186:147-158.
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  27.  8
    Hemispheric Asymmetries in Cognitive Modeling: Connectionist Modeling of Unilateral Visual Neglect.Padraic Monaghan & Richard Shillcock - 2004 - Psychological Review 111 (2):283-308.
  28.  8
    Developmental Psycholinguistics Teaches Us That We Need Multi-Method, Not Single-Method, Approaches to the Study of Linguistic Representation.Caroline F. Rowland & Padraic Monaghan - 2017 - Behavioral and Brain Sciences 40.
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  29.  22
    Bihemispheric Representation, Foveal Splitting, and Visual Word Recognition.Richard Shillcock & Padraic Monaghan - 1999 - Behavioral and Brain Sciences 22 (2):300-301.
    Pulvermüller's account of lexical representation has implications for visual word recognition, given the claim we make that a foveally presented word is precisely split and contralaterally projected to the two hemispheres, and that this splitting conditions the whole process of visual word recognition. This elaboration of Pulvermüller's account raises issues of hemispheric differences and collaboration.
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  30.  17
    Reading and the Split Fovea.Richard Shillcock, Scott McDonald & Padraic Monaghan - 2003 - Behavioral and Brain Sciences 26 (4):503-503.
    We argue that models of reading should be based on anatomical reality, namely, the fact that both eyes are used in reading; and the observation that the human fovea is precisely vertically split, and projects each half of a fixated word to the contralateral hemisphere.
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  31.  2
    Investigating the Relationship Between Fast Mapping, Retention, and Generalisation of Words in Children with Autism Spectrum Disorder and Typical Development.Calum Hartley, Laura-Ashleigh Bird & Padraic Monaghan - 2019 - Cognition 187:126-138.
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  32.  12
    Cooperative Versus Adversarial Communication; Contextual Embedding Versus Disengagement.Keith Stenning & Padraic Monaghan - 2000 - Behavioral and Brain Sciences 23 (5):696-697.
    Subjects exhibiting logical competence choices, for example, in Wason's selection task, are exhibiting an important skill. We take issue with the idea that this skill is individualistic and must be selected for at some different level than System 1 skills. Our case redraws System 1/2 boundaries, and reconsiders the relationship of competence model to skill.
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