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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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| 4 |
Actively Learning Nouns Across Ambiguous Situations
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In: http://mindmodeling.org/cogsci2012/papers/0102/paper0102.pdf (2012)
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| 5 |
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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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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The Effects of Repeated Sequential Context on Recognition
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In: http://www.kachergis.com/docs/kachergis_cox_shiffrin_2013_recognition.pdf (2008)
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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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| 9 |
REM II: A model of the developmental co-evolution of episodic memory and semantic knowledge
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In: http://obereed.net/docs/MuellerShiffrinICDL2006.pdf (2006)
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A Model for Evidence Accumulation in the Lexical Decision Task
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In: http://psiexp.ss.uci.edu/research/papers/rem-ld.pdf (2004)
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| 11 |
List-strength effect: I. Data and discussion
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In: http://star.psy.ohio-state.edu/html/coglab/People/roger/pdf/Papers/exppsylearn90a.pdf (1990)
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| 12 |
Bayesian Modeling of Memory and Perception
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In: http://psych.stanford.edu/~jlm/pdfs/ShifTxt.pdf
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| 13 |
Semantic Spaces based on Free Association that Predict Memory Performance
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In: http://lsa.colorado.edu/%7Esimon/LexicalSemantics/SteyversShiffrinNelson.pdf
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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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| 15 |
A Model for Evidence . . .
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In: http://publishing.eur.nl/ir/repub/asset/1005/psy049.pdf
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| 16 |
104 1 Cross-situational Word Learning is Better Modeled by Associations than Hypotheses
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In: http://www.kachergis.com/docs/ICDL2012_hypoth_vs_assoc.pdf
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| 17 |
Actively Learning Nouns Across Ambiguous Situations
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In: http://www.kachergis.com/docs/Kachergis_Yu_Shiffrin_2012CogSci_paper617_active_learning.pdf
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| 18 |
Send Correspondence To:
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In: http://uweb.cas.usf.edu/~malmberg/SanbornMalmbergShiffrinVR.pdf
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| 19 |
REM-II: A model of the developmental co-evolution of episodic memory and semantic knowledge
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In: http://psychology.usf.edu/dnelson/files/muellershiffrin2006icdl.pdf
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FEATURE FREQUENCY EFFECT 1 Running head: FEATURE FREQUENCY EFFECT Send correspondence to: Feature Frequency Effects in Recognition Memory
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In: http://www-psych.stanford.edu/~msteyver/papers/featurefreq.pdf
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Abstract:
Rare words are usually better recognized than common words, a finding in recognition memory known as the word-frequency effect. Some theories predict the word-frequency effect because they assume that rare words consist of more distinctive features than common words (e.g., REM, Shiffrin & Steyvers, 1997). In this study, recognition memory was tested for words that vary in the commonness of their orthographic features, and we found that recognition was best for words made up of primarily rare letters. In addition, a mirror effect was observed: words with rare letters had a higher hit rate and a lower false-alarm rate than words with common letters. We also found that normative word frequency affects recognition independently of letter frequency. Therefore, the distinctiveness of a word's orthographic features is one but not the only factor necessary to explain the word-frequency effect. FEATURE FREQUENCY EFFECT 3 Rare words are better recognized than common words (Schulman, 1967; Shep.
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URL: http://www-psych.stanford.edu/~msteyver/papers/featurefreq.pdf
http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.16.2004
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