We will be using selections from the following textbook as reference readings.
1. Sedivy, J. 2014. Language in Mind: An
Introduction to Psycholinguistics. USA: Sinauer Associates.
Available from Amazon.com
and Sinauer,
among other places. E-book format is available from
the Sinauer website.
In addition, we will use 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.
Adriaans, F. & Swingley, D. 2012. Distributional Learning of Vowel
Categories is Supported by Prosody in Infant-Directed Speech. Proceedings of the 34th Annual Conference of the Cognitive Science Society. .
Aslin, R. & Newport, E. 2012. Statistical Learning: From Acquiring Specific Items to Forming General Rules. Current Directions in Psychological Science, DOI: 10.1177/0963721412436806.
Baker, M. 2001. The Atoms of Language: The Mind's Hidden Rules of Grammar. USA: Basic Books.
Brandone, A. C., Gelman, S. A., & Hedglen, J. 2015. Children's Developing Intuitions About the Truth Conditions and Implications of Novel Generics Versus Quantified Statements. Cognitive Science, 39(4), 711-738.
Casserly, E. & Pisoni, D. 2010. Speech perception and production. Wiley Interdisciplinary Reviews: Cognitive Science, 1(5), 629-647
Chemla, E., Mintz, T. H., Bernal, S., & Christophe, A. 2009. Categorizing words using ‘frequent frames’: What cross‐linguistic analyses reveal about distributional acquisition strategies. Developmental Science, 12(3), 396-406.
Crain, S., & Thornton, R. 2012. Syntax acquisition. Wiley Interdisciplinary Reviews: Cognitive Science, 3(2), 185-203.
Curtin, S. and Zamuner, T. S. 2014. Understanding the developing sound system: interactions between sounds and words. WIREs Cogn Sci, 5: 589–602. doi: 10.1002/wcs.1307.
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
Feldman, N. H., Griffiths, T. L., Goldwater, S., & Morgan, J. L. 2013. A role for the developing lexicon in phonetic category acquisition. Psychological review, 120(4), 751-778.
Feldman, N. H., Myers, E. B., White, K. S., Griffiths, T. L., & Morgan, J. L. 2013. Word-level information influences phonetic learning in adults and infants. Cognition, 127(3), 427-438.
Gagliardi, A., Bennett, E., Lidz, J., & Feldman, N. H. 2012. Children’s inferences in generalizing novel nouns and adjectives. Proceedings of the 34th Annual Conference of the Cognitive Science Society, 354-359.
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.
Jenkins, G. W., Samuelson, L. K., Smith, J. R., & Spencer, J. P. 2015. Non‐Bayesian Noun Generalization in 3‐to 5‐Year‐Old Children: Probing the Role of Prior Knowledge in the Suspicious Coincidence Effect. Cognitive science, 39(2), 268-306.
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, Chapter 1. MIT: MIT Press.
Maye, J., Werker, J., & Gerken, L. 2002. Infant sensitivity to distributional information can affect phonetic discrimination. Cognition, 82, , B101-B111.
Maye, J., Weiss, D., & Aslin, R. 2008. Statistical phonetic learning in infants: facilitation and feature generalization. Developmental Science, 11(1), 122-134.
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.
Ozturk, O., & Papafragou, A. 2015. The acquisition of epistemic modality: From semantic meaning to pragmatic interpretation. Language Learning and Development, 11(3), 191-214.
Pearl, L. 2010. Using computational modeling in language acquisition research, In E. Blom & S. Unsworth (eds). Experimental Methods in Language Acquisition Research, John Benjamins, 163-184.
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. 2013. Parameters in Language Acquisition. In C. Boeckx & K. Grohmann (eds), The Cambridge Handbook of Biolinguistics, Cambridge, UK: Cambridge University Press, 129-159.
Pearl, L., & Mis, B. In press. The role of indirect positive evidence in syntactic acquisition: A look at anaphoric one. Language.
Pearl, L. & Sprouse, J. 2013. Computational Models of Acquisition for Islands, In J. Sprouse & N. Hornstein (eds), Experimental Syntax and Islands Effects. Cambridge University Press, 109-131.
Pearl, L., & Sprouse, J. 2015. Computational modeling for language acquisition: A tutorial with syntactic islands. Journal of Speech, Language, and Hearing Research, 58, 740-753. doi: 10.1044/2015_JSLHR-L-14-0362.
Phillips, L., & Pearl, L. 2012. “Less is More” in Bayesian word segmentation: When cognitively plausible learners outperform the ideal. Proceedings of the 34th Annual Conference of the 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.
Smith, L. & Yu, C. 2008. Infants rapidly learn word-referent mappings via cross-situational statistics. Cognition, 106, , 1558-1568.
Sondregger, M. 2008. Infant word segmention: a basic review.
Stager, C. & Werker, J. 1997. Infants listen for more phonetic detail in speech perception than in word-learning tasks. Nature, 388, 381-382.
Stiller, A. J., Goodman, N. D., & Frank, M. C. 2015. Ad-hoc implicature in preschool children. Language Learning and Development, 11(2), 176-190.
Swingley, D. 2009. Contributions of infant word learning to language development. Philosophical Transactions of the Royal Society B, 364, 3617-3632.
Thiessen, E. D., & Yee, M. N. 2010. Dogs, Bogs, Labs, and Lads: What Phonemic Generalizations Indicate About the Nature of Children’s Early Word‐Form Representations. Child Development, 81(4), 1287-1303.
Wang, H., & Mintz, T. H. 2008. A dynamic learning model for categorizing words using frames. Proceedings of the 32nd annual Boston University conference on language development, 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.
Werker, J. & Tees, R. 2002. Cross-language speech perception: Evidence for perceptual reorganization during the first year of life. Infant Behavior & Development, 25, , 121-133.
Xu, F., & Tenenbaum, J. 2007a. Word Learning as Bayesian Inference, Psychological Review, 114(2), 245-272.
Xu, F., & Tenenbaum, J. 2007b. Sensitivity to sampling in Bayesian word learning. Developmental Science, 10(3), 288-297.
Yang, C. 2004. Universal Grammar, statistics, or both? Trends in Cognitive Sciences, 8(10), 451-456.
Yang, C. 2010. Who’s afraid of George Kingsley Zipf? Unpublished manuscript.
Yang, C. 2011. Computational Models of Syntactic Acquisition. Wiley Interdisciplinary Reviews: Cognitive Science. doi: 10.1002/wcs.1154.
Yang, C. 2011. A Statistical Test for Grammar. Proceedings of the 2nd Workshop on Cognitive Modeling and Computational Linguistics, Association for Computational Linguistics, 30-38.
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.
Aslin, R. & Newport, E. 2012. Statistical Learning: From Acquiring Specific Items to Forming General Rules. Current Directions in Psychological Science, DOI: 10.1177/0963721412436806.
Baker, M. 2001. The Atoms of Language: The Mind's Hidden Rules of Grammar. USA: Basic Books.
Brandone, A. C., Gelman, S. A., & Hedglen, J. 2015. Children's Developing Intuitions About the Truth Conditions and Implications of Novel Generics Versus Quantified Statements. Cognitive Science, 39(4), 711-738.
Casserly, E. & Pisoni, D. 2010. Speech perception and production. Wiley Interdisciplinary Reviews: Cognitive Science, 1(5), 629-647
Chemla, E., Mintz, T. H., Bernal, S., & Christophe, A. 2009. Categorizing words using ‘frequent frames’: What cross‐linguistic analyses reveal about distributional acquisition strategies. Developmental Science, 12(3), 396-406.
Crain, S., & Thornton, R. 2012. Syntax acquisition. Wiley Interdisciplinary Reviews: Cognitive Science, 3(2), 185-203.
Curtin, S. and Zamuner, T. S. 2014. Understanding the developing sound system: interactions between sounds and words. WIREs Cogn Sci, 5: 589–602. doi: 10.1002/wcs.1307.
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
Feldman, N. H., Griffiths, T. L., Goldwater, S., & Morgan, J. L. 2013. A role for the developing lexicon in phonetic category acquisition. Psychological review, 120(4), 751-778.
Feldman, N. H., Myers, E. B., White, K. S., Griffiths, T. L., & Morgan, J. L. 2013. Word-level information influences phonetic learning in adults and infants. Cognition, 127(3), 427-438.
Gagliardi, A., Bennett, E., Lidz, J., & Feldman, N. H. 2012. Children’s inferences in generalizing novel nouns and adjectives. Proceedings of the 34th Annual Conference of the Cognitive Science Society, 354-359.
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.
Jenkins, G. W., Samuelson, L. K., Smith, J. R., & Spencer, J. P. 2015. Non‐Bayesian Noun Generalization in 3‐to 5‐Year‐Old Children: Probing the Role of Prior Knowledge in the Suspicious Coincidence Effect. Cognitive science, 39(2), 268-306.
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, Chapter 1. MIT: MIT Press.
Maye, J., Werker, J., & Gerken, L. 2002. Infant sensitivity to distributional information can affect phonetic discrimination. Cognition, 82, , B101-B111.
Maye, J., Weiss, D., & Aslin, R. 2008. Statistical phonetic learning in infants: facilitation and feature generalization. Developmental Science, 11(1), 122-134.
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.
Ozturk, O., & Papafragou, A. 2015. The acquisition of epistemic modality: From semantic meaning to pragmatic interpretation. Language Learning and Development, 11(3), 191-214.
Pearl, L. 2010. Using computational modeling in language acquisition research, In E. Blom & S. Unsworth (eds). Experimental Methods in Language Acquisition Research, John Benjamins, 163-184.
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. 2013. Parameters in Language Acquisition. In C. Boeckx & K. Grohmann (eds), The Cambridge Handbook of Biolinguistics, Cambridge, UK: Cambridge University Press, 129-159.
Pearl, L., & Mis, B. In press. The role of indirect positive evidence in syntactic acquisition: A look at anaphoric one. Language.
Pearl, L. & Sprouse, J. 2013. Computational Models of Acquisition for Islands, In J. Sprouse & N. Hornstein (eds), Experimental Syntax and Islands Effects. Cambridge University Press, 109-131.
Pearl, L., & Sprouse, J. 2015. Computational modeling for language acquisition: A tutorial with syntactic islands. Journal of Speech, Language, and Hearing Research, 58, 740-753. doi: 10.1044/2015_JSLHR-L-14-0362.
Phillips, L., & Pearl, L. 2012. “Less is More” in Bayesian word segmentation: When cognitively plausible learners outperform the ideal. Proceedings of the 34th Annual Conference of the 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.
Smith, L. & Yu, C. 2008. Infants rapidly learn word-referent mappings via cross-situational statistics. Cognition, 106, , 1558-1568.
Sondregger, M. 2008. Infant word segmention: a basic review.
Stager, C. & Werker, J. 1997. Infants listen for more phonetic detail in speech perception than in word-learning tasks. Nature, 388, 381-382.
Stiller, A. J., Goodman, N. D., & Frank, M. C. 2015. Ad-hoc implicature in preschool children. Language Learning and Development, 11(2), 176-190.
Swingley, D. 2009. Contributions of infant word learning to language development. Philosophical Transactions of the Royal Society B, 364, 3617-3632.
Thiessen, E. D., & Yee, M. N. 2010. Dogs, Bogs, Labs, and Lads: What Phonemic Generalizations Indicate About the Nature of Children’s Early Word‐Form Representations. Child Development, 81(4), 1287-1303.
Wang, H., & Mintz, T. H. 2008. A dynamic learning model for categorizing words using frames. Proceedings of the 32nd annual Boston University conference on language development, 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.
Werker, J. & Tees, R. 2002. Cross-language speech perception: Evidence for perceptual reorganization during the first year of life. Infant Behavior & Development, 25, , 121-133.
Xu, F., & Tenenbaum, J. 2007a. Word Learning as Bayesian Inference, Psychological Review, 114(2), 245-272.
Xu, F., & Tenenbaum, J. 2007b. Sensitivity to sampling in Bayesian word learning. Developmental Science, 10(3), 288-297.
Yang, C. 2004. Universal Grammar, statistics, or both? Trends in Cognitive Sciences, 8(10), 451-456.
Yang, C. 2010. Who’s afraid of George Kingsley Zipf? Unpublished manuscript.
Yang, C. 2011. Computational Models of Syntactic Acquisition. Wiley Interdisciplinary Reviews: Cognitive Science. doi: 10.1002/wcs.1154.
Yang, C. 2011. A Statistical Test for Grammar. Proceedings of the 2nd Workshop on Cognitive Modeling and Computational Linguistics, Association for Computational Linguistics, 30-38.
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.