We will be reading and discussing selections from a few books and several articles. Note that all of these can be accessed by clicking on the appropriate link in the schedule section of the webpage.
Baker, M. (2001). The Atoms of Language: The Mind's Hidden Rules of Grammar. USA: Basic Books.
Casserly, E. & Pisoni, D. (2010). Speech perception and production. Wiley Interdisciplinary Reviews: Cognitive Science, 1(5), 629-647
Dewar, K., & Xu, F. (2010). Induction, Overhypothesis, and the Origin of Abstract Knowledge: Evidence From 9-Month-Old Infants. Psychological Science, 21(12), , 1871-1877.
Dietrich, C., Swingley, D., & Werker, J.F. (2007). Native language governs interpretation of salient speech sound differences at 18 months. Proceedings of the National Academy of Sciences of the US, 16027-16031.
Feldman, N., Griffiths, T., and Morgan, J. (2009). Learning phonetic categories by learning a lexicon. Proceedings of the 31st Annual Conference on Cognitive Science.
Gambell, T. & Yang, C. (2006). Word Segmentation: Quick but not dirty. Manuscript, Yale University.
Gerken, L. (2006). Decisions, decisions: infant language learning when multiple generalizations are possible. Cognition, 98, B67-B74.
Gerken, L. (2010). Infants use rational decision criteria for choosing among models of their input. Cognition, 115, 362-366.
Gleitman, L. & Liberman, M. (1995). An Invitation to Cognitive Science: Vol.1: Language. MIT: The MIT Press.
Hudson Kam, C. & Newport, E.. (2009). Getting it right by getting it wrong: When learners change languages. Cognitive Psychology, 59, 30-66.
Jackendoff, R. (1994). Patterns in the Mind: Language and Human Nature. USA: Basic Books.
Lidz, J., Waxman, S., & Freedman, J. (2003). What infants know about syntax but couldn’t have learned: experimental evidence for syntactic structure at 18 months. Cognition, 89, B65-B73.
Marr, D. (1982). Vision: A Computational Investigation into the Human Representation and Processing of Visual Information. MIT: MIT Press.
Maye, J., Werker, J., & Gerken, L. (2002). Infant sensitivity to distributional information can affect phonetic discrimination. Cognition, 82, , B101-B111.
Mintz, T. (2003). Frequent frames as a cue for grammatical categories in child directed speech. Cognition, 90, 91-117.
Mintz, T. (2006). Finding the verbs: distributional cues to categories available to young learners. In K. Hirsh-Pasek & R. M. Golinkoff (Eds.), Action Meets Word: How Children Learn Verbs (pp. 31-63). New York: Oxford University Press.
O'Grady, W. (2005). How Children Learn Language.. Cambridge: Cambridge University Press.
Pearl, L., Goldwater, S., & Steyvers, M. (2011). Online Learning Mechanisms for Bayesian Models of Word Segmentation. Research on Language and Computation, 8(2), 107-132.
Pearl, L. & Lidz, J. (2009). When domain-general learning fails and when it succeeds: Identifying the contribution of domain-specificity. Language Learning & Development, 5(4), 235-265.
Pearl, L. & Lidz, J. (2012) Parameters in Language Acquisition. In K. Grohmann & C. Boeckx (eds), The Cambridge Handbook on Biolinguistics.
Pearl, L., & Mis, B. (2011). How Far Can Indirect Evidence Take Us? Anaphoric One Revisited, In L. Carlson, C. Hölscher, & T. Shipley (Eds.), Proceedings of the 33rd Annual Conference of the Cognitive Science Society, 879-884. Austin, TX: Cognitive Science Society.
Regier, T., & Gahl, S. (2004). Learning the unlearnable: the role of missing evidence. Cognition, 93, 147-155.
Saffran, J.R., Aslin, R.N., & Newport, E.L. (1996). Statistical learning by 8-month old infants. Science, 274, 1926-1928.
Stager, C. & Werker, J. (1997). Infants listen for more phonetic detail in speech perception than word-learning tasks. Nature, 388 , 381-382.
Smith, L. & Yu, C. (2008). Infants rapidly learn word-referent mappings via cross-situational statistics. Cognition, 106, , 1558-1568.
Stager, C. & Werker, J. (1997). Infants listen for more phonetic detail in speech perception than in word-learning tasks. Nature, 388, 381-382.
Swingley, D. (2009). Contributions of infant word learning to language development. Philosophical Transactions of the Royal Society B, 364, 3617-3632.
Thompson, S. & Newport, E. (2007). Statistical Learning of Syntax: The Role of Transitional Probability. Language Learning and Development, 3, 1-42.
Wang, H. & Mintz, T. (2008). A Dynamic Learning Model for Categorizing Words Using Frames. BUCLD 32 Proceedings, Chan, H., Jacob, H., & Kapia, E. (eds.), Somerville, MA: Cascadilla Press, 525-536.
Werker, J. (1995). Exploring Developmental Changes in Cross-language Speech Perception, Chapter 4 (pp.87-106) in Gleitman, L. & Liberman, M., Language. Cambridge, MA: The MIT Press.
Xu, F., & Tenenbaum, J. (2007). Word Learning as Bayesian Inference, Psychological Review, 114(2), 245-272.
Yang, C. (2004). Universal Grammar, statistics, or both? Trends in Cognitive Sciences, 8(10), 451-456.
Yang, C. (2011). Computational Models of Syntactic Acquisition. Wiley Interdisciplinary Reviews: Cognitive Science. doi: 10.1002/wcs.1154.
Yoshida, K., Fennell, C., Swingley, D., and Werker, J. (2009). Fourteen-month-old infants learn similar-sounding words. Developmental Science, 12(3), 412-418.
Yoshida, K., Pons, F., Maye, J., & Werker, J. (2010). Distributional Phonetic Learning at 10 Months of Age Infancy, 15(4), 420-433.
Yu, C. & Smith, L. (2007). Rapid Word Learning Under Uncertainty via Cross-Situational Statistics. Psychological Science, 18(5), 414-420.
Casserly, E. & Pisoni, D. (2010). Speech perception and production. Wiley Interdisciplinary Reviews: Cognitive Science, 1(5), 629-647
Dewar, K., & Xu, F. (2010). Induction, Overhypothesis, and the Origin of Abstract Knowledge: Evidence From 9-Month-Old Infants. Psychological Science, 21(12), , 1871-1877.
Dietrich, C., Swingley, D., & Werker, J.F. (2007). Native language governs interpretation of salient speech sound differences at 18 months. Proceedings of the National Academy of Sciences of the US, 16027-16031.
Feldman, N., Griffiths, T., and Morgan, J. (2009). Learning phonetic categories by learning a lexicon. Proceedings of the 31st Annual Conference on Cognitive Science.
Gambell, T. & Yang, C. (2006). Word Segmentation: Quick but not dirty. Manuscript, Yale University.
Gerken, L. (2006). Decisions, decisions: infant language learning when multiple generalizations are possible. Cognition, 98, B67-B74.
Gerken, L. (2010). Infants use rational decision criteria for choosing among models of their input. Cognition, 115, 362-366.
Gleitman, L. & Liberman, M. (1995). An Invitation to Cognitive Science: Vol.1: Language. MIT: The MIT Press.
Hudson Kam, C. & Newport, E.. (2009). Getting it right by getting it wrong: When learners change languages. Cognitive Psychology, 59, 30-66.
Jackendoff, R. (1994). Patterns in the Mind: Language and Human Nature. USA: Basic Books.
Lidz, J., Waxman, S., & Freedman, J. (2003). What infants know about syntax but couldn’t have learned: experimental evidence for syntactic structure at 18 months. Cognition, 89, B65-B73.
Marr, D. (1982). Vision: A Computational Investigation into the Human Representation and Processing of Visual Information. MIT: MIT Press.
Maye, J., Werker, J., & Gerken, L. (2002). Infant sensitivity to distributional information can affect phonetic discrimination. Cognition, 82, , B101-B111.
Mintz, T. (2003). Frequent frames as a cue for grammatical categories in child directed speech. Cognition, 90, 91-117.
Mintz, T. (2006). Finding the verbs: distributional cues to categories available to young learners. In K. Hirsh-Pasek & R. M. Golinkoff (Eds.), Action Meets Word: How Children Learn Verbs (pp. 31-63). New York: Oxford University Press.
O'Grady, W. (2005). How Children Learn Language.. Cambridge: Cambridge University Press.
Pearl, L., Goldwater, S., & Steyvers, M. (2011). Online Learning Mechanisms for Bayesian Models of Word Segmentation. Research on Language and Computation, 8(2), 107-132.
Pearl, L. & Lidz, J. (2009). When domain-general learning fails and when it succeeds: Identifying the contribution of domain-specificity. Language Learning & Development, 5(4), 235-265.
Pearl, L. & Lidz, J. (2012) Parameters in Language Acquisition. In K. Grohmann & C. Boeckx (eds), The Cambridge Handbook on Biolinguistics.
Pearl, L., & Mis, B. (2011). How Far Can Indirect Evidence Take Us? Anaphoric One Revisited, In L. Carlson, C. Hölscher, & T. Shipley (Eds.), Proceedings of the 33rd Annual Conference of the Cognitive Science Society, 879-884. Austin, TX: Cognitive Science Society.
Regier, T., & Gahl, S. (2004). Learning the unlearnable: the role of missing evidence. Cognition, 93, 147-155.
Saffran, J.R., Aslin, R.N., & Newport, E.L. (1996). Statistical learning by 8-month old infants. Science, 274, 1926-1928.
Stager, C. & Werker, J. (1997). Infants listen for more phonetic detail in speech perception than word-learning tasks. Nature, 388 , 381-382.
Smith, L. & Yu, C. (2008). Infants rapidly learn word-referent mappings via cross-situational statistics. Cognition, 106, , 1558-1568.
Stager, C. & Werker, J. (1997). Infants listen for more phonetic detail in speech perception than in word-learning tasks. Nature, 388, 381-382.
Swingley, D. (2009). Contributions of infant word learning to language development. Philosophical Transactions of the Royal Society B, 364, 3617-3632.
Thompson, S. & Newport, E. (2007). Statistical Learning of Syntax: The Role of Transitional Probability. Language Learning and Development, 3, 1-42.
Wang, H. & Mintz, T. (2008). A Dynamic Learning Model for Categorizing Words Using Frames. BUCLD 32 Proceedings, Chan, H., Jacob, H., & Kapia, E. (eds.), Somerville, MA: Cascadilla Press, 525-536.
Werker, J. (1995). Exploring Developmental Changes in Cross-language Speech Perception, Chapter 4 (pp.87-106) in Gleitman, L. & Liberman, M., Language. Cambridge, MA: The MIT Press.
Xu, F., & Tenenbaum, J. (2007). Word Learning as Bayesian Inference, Psychological Review, 114(2), 245-272.
Yang, C. (2004). Universal Grammar, statistics, or both? Trends in Cognitive Sciences, 8(10), 451-456.
Yang, C. (2011). Computational Models of Syntactic Acquisition. Wiley Interdisciplinary Reviews: Cognitive Science. doi: 10.1002/wcs.1154.
Yoshida, K., Fennell, C., Swingley, D., and Werker, J. (2009). Fourteen-month-old infants learn similar-sounding words. Developmental Science, 12(3), 412-418.
Yoshida, K., Pons, F., Maye, J., & Werker, J. (2010). Distributional Phonetic Learning at 10 Months of Age Infancy, 15(4), 420-433.
Yu, C. & Smith, L. (2007). Rapid Word Learning Under Uncertainty via Cross-Situational Statistics. Psychological Science, 18(5), 414-420.