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Developing semantic knowledge through cross-situational word learning
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In: http://www.kachergis.com/docs/kachergis_yu_shiffrin_2014_priming.pdf (2014)
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Reviewed by:
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In: http://www.kachergis.com/docs/kachergis_yu_shiffrin_2014frontiers_implicit.pdf (2014)
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Actively learning object names across ambiguous situations
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In: http://www.kachergis.com/docs/kachergis_etal2013_active.pdf (2013)
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Does Statistical Word Learning Scale? It’s a Matter of Perspective
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In: http://www.thoughtfill.com/docs/yurovsky_smith_yu_cs12.pdf (2012)
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Actively Learning Object Names Across Ambiguous Situations
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In: http://www.indiana.edu/~dll/papers/kachergis2012_active_topics.pdf (2012)
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Joint or conditional probability in statistical word learning: Why decide
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In: http://141.14.165.6/CogSci09/papers/676/paper676.pdf (2009)
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Frequency and contextual diversity effects in cross-situational word learning
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In: http://141.14.165.6/CogSci09/papers/521/paper521.pdf (2009)
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Prior knowledge bootstraps cross-situational learning
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In: http://csjarchive.cogsci.rpi.edu/Proceedings/2008/pdfs/p1930.pdf (2008)
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Infants rapidly learn words from noisy data via cross-situational statistics
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In: http://csjarchive.cogsci.rpi.edu/proceedings/2007/docs/p653.pdf (2007)
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Infants rapidly learn word-referent mappings via cross-situational statistics
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In: http://www.indiana.edu/~dll/papers/COGNIT_1702.pdf (2007)
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The Role of Embodied Intention in Early Lexical Acquisition
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In: http://www.cs.utexas.edu/~kuipers/readings/Yu-cogsci-05.pdf (2005)
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A multimodal learning interface for grounding spoken language in sensory perceptions
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In: http://www.indiana.edu/~dll/papers/yu_tap04.pdf (2004)
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A Multimodal Learning Interface for Grounding Spoken Language in Sensory Perceptions
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In: http://www.cs.rochester.edu/~yu/pubs/yu_icmi03.pdf (2004)
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Cross-Situational Statistical Learning: Implicit or Intentional?
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In: http://www.indiana.edu/%7Edll/papers/george_implicit_revised.pdf
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Abstract:
For decades, implicit learning researchers have examined a variety of cognitive tasks in which humans seem to automatically extract structure from the environment. Similarly, statistical learning studies have shown that humans can use repeated co-occurrence of words and referents to build lexicons from individually ambiguous experiences (Yu & Smith, 2007). In light of this, the goal of the present paper is to investigate whether adult cross-situational learners require an explicit effort to learn word-object mappings, or if it may take place incidentally, requiring merely attention to the audiovisual stimuli. In two implicit learning experiments with incidental tasks that direct participants ’ attention to different aspects of the stimuli, we found evidence of learning, suggesting that cross-situational learning mechanisms can be incidental without explicit intention. However, learning was superior under explicit study instructions, indicating that strategic inference may also play a role.
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Keyword:
crosssituational; implicit learning; language acquisition
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URL: http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.188.6118 http://www.indiana.edu/%7Edll/papers/george_implicit_revised.pdf
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Adaptive Constraints and Inference in Cross-Situational Word Learning
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In: http://www.indiana.edu/%7Edll/papers/george_adaptive_revised.pdf
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Joint or Conditional Probability in Statistical Word Learning: Why decide?
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In: http://www.indiana.edu/~dll/papers/KleinYuCogSci09.pdf
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Frequency and Contextual Diversity Effects in Cross-Situational Word Learning
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In: http://www.indiana.edu/~dll/papers/kachergis_cont_div_freq09.pdf
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Running head: PARTIAL KNOWLEDGE 1 The Role of Partial Knowledge in Statistical Word Learning
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In: http://www.iub.edu/~cogdev/labwork/yurovsky_fricker_yu_smith.pdf
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Please address correspondence to:
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In: http://www.indiana.edu/~dll/papers/yurovsky_smith_yu_ds12.pdf
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