33 found
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  1.  22
    Simultaneous segmentation and generalisation of non-adjacent dependencies from continuous speech.Rebecca L. A. Frost & Padraic Monaghan - 2016 - Cognition 147 (C):70-74.
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  2.  49
    The differential role of phonological and distributional cues in grammatical categorisation.Padraic Monaghan, Nick Chater & Morten H. Christiansen - 2005 - Cognition 96 (2):143-182.
  3.  27
    Cognitive influences in language evolution: Psycholinguistic predictors of loan word borrowing.Padraic Monaghan & Seán G. Roberts - 2019 - Cognition 186 (C):147-158.
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  4.  44
    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.
    It is a reasonable assumption that universal properties of natural languages are not accidental. They occur either because they are underwritten by genetic code, because they assist in language processing or language learning, or due to some combination of the two. In this paper we investigate one such language universal: the suffixing preference across the world’s languages, whereby inflections tend to be added to the end of words. A corpus analysis of child‐directed speech in English found that suffixes were more (...)
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  5.  26
    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.  16
    Iconicity and Diachronic Language Change.Padraic Monaghan & Seán G. Roberts - 2021 - Cognitive Science 45 (4):e12968.
    Iconicity, the resemblance between the form of a word and its meaning, has effects on behavior in both communicative symbol development and language learning experiments. These results have invited speculation about iconicity being a key feature of the origins of language, yet the presence of iconicity in natural languages seems limited. In a diachronic study of language change, we investigated the extent to which iconicity is a stable property of vocabulary, alongside previously investigated psycholinguistic predictors of change. Analyzing 784 English (...)
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  7.  7
    Learning vocabulary and grammar from cross-situational statistics.Patrick Rebuschat, Padraic Monaghan & Christine Schoetensack - 2021 - Cognition 206 (C):104475.
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  8.  35
    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.
    Studies of AGL have frequently used training and test stimuli that might provide multiple cues for learning, raising the question what subjects have actually learned. Using a selected subset of studies on humans and non‐human animals, Trotter et al. demonstrate how a meta‐analysis can be used to identify relevant experimental variables, providing a first step in asssessing the relative contribution of design features of grammars as well as of species‐specific effects on AGL.
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  9.  33
    Integrating constraints for learning word–referent mappings.Padraic Monaghan & Karen Mattock - 2012 - Cognition 123 (1):133-143.
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  10.  45
    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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  11.  23
    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.
  12.  12
    Age of acquisition predicts rate of lexical evolution.Padraic Monaghan - 2014 - Cognition 133 (3):530-534.
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  13.  26
    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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  14.  60
    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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  15.  16
    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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  16.  25
    Introduction to Progress and Puzzles of Cognitive Science.Rick Dale, Ruth M. J. Byrne, Emma Cohen, Ophelia Deroy, Samuel J. Gershman, Janet H. Hsiao, Ping Li, Padraic Monaghan, David C. Noelle, Iris van Rooij, Priti Shah, Michael J. Spivey & Sashank Varma - 2024 - Cognitive Science 48 (7):e13480.
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  17.  27
    A Single Paradigm for Implicit and Statistical Learning.Padraic Monaghan, Christine Schoetensack & Patrick Rebuschat - 2019 - Topics in Cognitive Science 11 (3):536-554.
    This article focuses on the implicit statistical learning of words and syntax. Monaghan, Schoetensack and Rebuschat introduce a novel paradigm that combines theoretical and methodological insights from the two research traditions, implicit learning and statistical learning. Their cross‐situational learning paradigm has been used in the statistical learning literature, while their measures of awareness have widely been used in implicit learning research. They illustrate how the two literatures can be conjoined in a single paradigm to explore implicit statistical learning.
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  18.  26
    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.
    In their editors’ introduction, Rebuschat and Monaghan provide the background to the special issue. They outline the rationale for bringing together, in a single volume, leading researchers from two distinct, yet related research strands, implicit learning and statistical learning. The editors then introduce the new contributions solicited for this special issue and provide their perspective on the agenda setting that results from combining these two approaches.
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  19.  20
    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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  20.  14
    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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  21.  39
    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 (C):25-30.
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  22.  13
    The effect of orthographic systems on the developing reading system: Typological and computational analyses.Alastair C. Smith, Padraic Monaghan & Falk Huettig - 2021 - Psychological Review 128 (1):125-159.
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  23.  91
    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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  24.  21
    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 (C):104265.
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  25.  9
    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 (C):126-138.
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  26. Effects of representational modality and thinking style on learning to solve reasoning problems.Padraic Monaghan & Keith Stenning - 1998 - In Morton Ann Gernsbacher & Sharon J. Derry (eds.), Proceedings of the 20th Annual Conference of the Cognitive Science Society. Lawerence Erlbaum. pp. 716--721.
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  27. 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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  28.  11
    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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  29.  13
    Hemispheric Asymmetries in Cognitive Modeling: Connectionist Modeling of Unilateral Visual Neglect.Padraic Monaghan & Richard Shillcock - 2004 - Psychological Review 111 (2):283-308.
  30.  19
    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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  31.  35
    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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  32.  25
    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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  33.  21
    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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