Part of
Current Perspectives on Child Language Acquisition: How children use their environment to learn
Edited by Caroline F. Rowland, Anna L. Theakston, Ben Ambridge and Katherine E. Twomey
[Trends in Language Acquisition Research 27] 2020
► pp. 6589
(350BCE 1932) Posterior analytics. Translated by G. R. G. Mure, Works of Aristotle, Volume 2. Oxford: Oxford University Press.Google Scholar
Ay, N., Flack, J., & Krakauer, D.
(2007) Robustness and complexity co-constructed in multimodal signalling networks. Philosophical Transactions of the Royal Society B: Biological Sciences, 362(1479), 441–447. DOI logoGoogle Scholar
Bahrick, L. E., Lickliter, R., & Flom, R.
(2004) Intersensory redundancy guides the development of selective attention, perception, and cognition in infancy. Current Directions in Psychological Science, 13, 99–102. DOI logoGoogle Scholar
Baldwin, D. A.
(1991) Infants’ contribution to the achievement of joint reference. Child Development, 62, 875–890. DOI logoGoogle Scholar
Black, A., & Bergmann, C.
(2017) Quantifying infants’ statistical word segmentation: A meta-analysis. In G. Gunzelmann, A. Howes, T. Tenbrink, & E. J. Davelaar (Eds.), Proceedings of the 39th Annual Conference of the Cognitive Science Society (pp. 124–129). Austin, TX: Cognitive Science Society.Google Scholar
Brooks, R., & Meltzoff, A. N.
(2008) Infant gaze following and pointing predict accelerated vocabulary growth through two years of age: A longitudinal, growth curve modeling study. Journal of Child Language, 35(1), 207–220. DOI logoGoogle Scholar
Cameron-Faulkner, T., Lieven, E. V., & Tomasello, M.
(2003) A construction based analysis of child directed speech. Cognitive Science, 27(6), 843–873. DOI logoGoogle Scholar
Cartwright, T. A., & Brent, M. R.
(1997) Syntactic categorization in early language acquisition: Formalizing the role of distributional analysis. Cognition, 63(2), 121–170. DOI logoGoogle Scholar
Chomsky, N.
(1981) Lectures on government and binding. Dordrecht: Foris.Google Scholar
(2005) Three factors in language design. Linguistic Inquiry, 36, 1–22. DOI logoGoogle Scholar
Clerkin, E. M., Hart, E., Rehg, J. M., Yu, C., Smith, L. B.
(2017) Real-world visual statistics and infants’ first-learned object names. Philosophical Transactions of the Royal Society B, 372 (1711), 1–10. DOI logoGoogle Scholar
Crain, S., & Nakayama, M.
(1987) Structure dependence in grammar formation. Language, 63(3), 522–543. DOI logoGoogle Scholar
Conwell, E.
(2017) Prosodic disambiguation of noun/verb homophones in child-directed speech. Journal of Chid Language, 44(3), 734–751. DOI logoGoogle Scholar
Culter, A., & Norris, D.
(1988) The role of strong syllables in segmentation for lexical access. Journal of Experimental Psychology: Human Perception & Performance, 14, 113–121.Google Scholar
Cunillera, T., Toro, J. M., Sebastian-Galles, N., & Rodruiguez-Fornells, A.
(2006) The effects of stress and statistical cues on continuous speech segmentation: An event-related brain potential study. Brain Research, 1123(1), 168–178. DOI logoGoogle Scholar
De Diego-Balaguer, R., Rodriguez-Fornells, A. & Bachoud-Lévi, A. C.
(2015) Prosodic cues enhance rule learning by changing speech segmentation mechanisms. Frontiers in Psychology, 6, 1478. DOI logoGoogle Scholar
De Diego-Balauger, R., Toro, J. M., Rodriguez-Fornells, A., & Bachoud-Levi, A.-C.
(2007) Different neurophysiological mechanisms underlying word and rule extraction from speech. PLoS One, 2, 01175.Google Scholar
Deutsch, D.
(2013) Grouping mechanisms in music. In D. Deutsch (Ed.), The psychology of music (pp. 184–238). San Diego, CA: Elsevier. DOI logoGoogle Scholar
Dupoux, E.
(2018) Cognitive science in the era of artificial intelligence: A roadmap for reverse-engineering the infant language-learner. Cognition, 173, 43–59. DOI logoGoogle Scholar
Elman, J. L.
(1993) Learning and developmentin neural networks: The importance of starting small. Cognition, 48, 71–99. DOI logoGoogle Scholar
Endress, A. D., Scholl, B. J., & Mehler, J.
(2005) The role of salience in the extraction of algebraic rules. Journal of Psychology: General, 134(3), 406–419.Google Scholar
Fernald, A.
(1985) Four-month-old infants prefer to listen to motherese. Infant Behavior & Development, 8(2), 181–195. DOI logoGoogle Scholar
Fernald, A., & Kuhl, P. K.
(1987) Acoustic determinants of infant preference for motherese speech. Infant Behavior & Development, 10(3), 279–293. DOI logoGoogle Scholar
Fery, C. & Schubö, F.
(2010) Hierarchical prosodic structures in the intonation of center embedded relative clauses. The Linguistic Review, 27(3), 293–317. DOI logoGoogle Scholar
French, R. M., Addyman, C., & Mareschal, D.
(2011) TRACX: A recognition-based connectionist framework for sequence segmentation and chunk extraction. Psychological Review, 118(4), 614–636. DOI logoGoogle Scholar
Freudenthal, D., Pine, J. M., & Gobet, F.
(2006) Modeling the development of children’s use of optional infinitives in Dutch and English using MOSAIC. Cognitive Science, 30, 277–310. DOI logoGoogle Scholar
Fries, C. C.
(1952) The structure of English. London: Longmans.Google Scholar
Frost, R. L. A., Isbilen, E. S., Christiansen, M. H. & Monaghan, P.
(2019) Testing the limits of non-adjacent dependency learning: Statistical segmentation and generalization across domains. In A. K. Goel, C. M. Seifert, & C. Freksa (Eds.), Proceedings of the 41st Annual Conference of the Cognitive Science Society. Montreal, QB: Cognitive Science Society.Google Scholar
Frost, R. L. A., Jessop, A., Durrant, S., Peter, M. S., Bidgood, A., C., Pine, J. M., Rowland, C. F., & Monaghan, P.
(2020) Non-adjacent dependency learning in infancy, and its link to language development. Cognitive Psychology, 120: 101291. DOI logoGoogle Scholar
Frost, R. L. A., & Monaghan, P.
(2016) Simultaneous segmentation and generalisation of non-adjacent dependencies from continuous speech. Cognition, 147, 70–74. DOI logoGoogle Scholar
Frost, R. L. A., Monaghan, P., & Tatsumi, T.
(2017) Domain-general mechanisms for speech segmentation: The role of duration information in language learning. Journal of Experimental Psychology: Human Perception and Performance, 43(3), 466–476.Google Scholar
Gogate, L. J., Maganti, M., & Laing, K.
(2013) Maternal naming of object wholes versus parts for preverbal infants: A fine-grained analysis of scaffolding at 6 to 8 months. Infant Behavior & Development, 36(3), 470–479. DOI logoGoogle Scholar
Gomez, R. L.
(2002) Variability and detection of invariant structure. Psychological Science, 13(5), 431–436. DOI logoGoogle Scholar
Graf Estes, K., & Hurley, K.
(2013) Infant-directed prosody helps infants map sounds to meanings. Infancy, 18(5), 797–824. DOI logoGoogle Scholar
Harris, Z. S.
(1954) Distributional structure. Word, 10, 140–162. DOI logoGoogle Scholar
(1955) From phoneme to morpheme. Language, 31, 190–222. DOI logoGoogle Scholar
Hawthorne, K., & Gerken, L.
(2014) From pauses to clauses: Prosody facilitates learning of syntactic constituency. Cognition, 133, 420 – 428. DOI logoGoogle Scholar
Hendrickson, A. T., & Perfors, A.
(2019) Cross-situational learning in a Zipfian environment. Cognition, 189, 11–22. DOI logoGoogle Scholar
Hockema, S. A.
(2006) Finding words in speech: An investigation of American English. Language Learning and Development, 2, 119–146. DOI logoGoogle Scholar
Hollich, G., Hirsh-Pasek, K., & Golinkoff, R. M.
(2000) Breaking the language barrier: An emergentist coalition model for the origins of word learning. Monographs of the Society for Research in Child Development, 65(3, Serial No. 262).Google Scholar
Houston-Price, C., Plunkett, K., & Duffy, H.
(2006) The use of social and salience cues in early word learning. Journal of Experimental Child Psychology, 95, 27–55. DOI logoGoogle Scholar
Jackendoff, R.
(2002) Foundations of language: Brain, meaning, grammar, evolution. Oxford: Oxford University Press. DOI logoGoogle Scholar
Johnson, E. K., & Jusczyk, P. W.
(2001) Word segmentation by 8-month-olds: When speech cues count more than statistics. Journal of Memory and Language, 44(4), 548–567. DOI logoGoogle Scholar
Johnson, E. K., & Seidl, A. H.
(2009) At 11 months, prosody still outranks statistics. Developmental Science, 12(1), 131–141. DOI logoGoogle Scholar
Johnson, E. K., & Tyler, M. D.
(2010) Testing the limits of statistical learning for word segmentation. Developmental Science, 13(2), 339–345. DOI logoGoogle Scholar
Jusczyk, P. W., Cutler, A., Redanz, N. J.
(1993) Infants’ preference for the predominant stress patterns of English words. Child Development, 64(3), 675–687. DOI logoGoogle Scholar
Kamper, H., Jansen, A., & Goldwater, S.
(2016) Unsupervised word segmentation and lexicon discovery using acoustic word embeddings. In IEEE/ACM Transactions on Audio, Speech and Language Processing (TASLP), 24, 669–679. DOI logoGoogle Scholar
Kelly, M. H.
(1992) Using sound to solve syntactic problems: The role of phonology in grammatical category assignments. Psychological Review, 99, 349–364. DOI logoGoogle Scholar
Kurumada, C., Meylan, S. C., & Frank, M. C.
(2013) Zipfian frequency distributions facilitate word segmentation in context. Cognition, 127(3), 439–453. DOI logoGoogle Scholar
Lany, J.
(2014) Judging words by their covers and the company they keep: Probabilistic cues support word learning. Child Development, 85(4), 1727–1739. DOI logoGoogle Scholar
Lieven, E. V., Behrens, H., Speares, J., & Tomasello, M.
(2003) Early syntactic creativity: A usage-based approach. Journal of Child Language, 30(2), 333–370. DOI logoGoogle Scholar
Lieven, E. V., & Brandt, S.
(2011) The constructivist approach. Infancia y Aprendizaje, 34(3), 281–296. DOI logoGoogle Scholar
Lieven, E. V., Salomo, D., & Tomasello, M.
(2009) Two-year-old children’s production of multiword utterances: A usage-based analysis. Cognitive Linguistics, 20, 481–508. DOI logoGoogle Scholar
Ma, W., Golinkoff, R. M., Houston, D. M., & Hirsh-Pasek, K.
(2011) Word learning in infant- and adult-directed speech. Language Learning and Development,7(3), 185–201. DOI logoGoogle Scholar
MacWhinney, B. J.
(2000) The CHILDES project: Tools for analyzing talk (3rd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
MacWhinney, B., Bates, E., & Kliegl, R.
(1984) Cue validity and sentence interpretation in English, German, and Italian. Journal of Verbal Learning and Verbal Behaviour, 23, 127–150. DOI logoGoogle Scholar
Marchetto, E., & Bonatti, L. L.
(2013) Words and possible words in early language acquisition. Cognitive Psychology 67(3), 130–150. DOI logoGoogle Scholar
(2015) Finding words and word structure in artificial speech: The development of infants’ sensitivity to morphosyntactic regularities. Journal of Child Language, 42(4), 873–902. DOI logoGoogle Scholar
Mattys, S. L., White, L., & Melhorn, J. F.
(2005) Integration of multiple speech segmentation cues: A hierarchical framework. Journal of Experimental Psychology: General, 134, 477–500. DOI logoGoogle Scholar
McClelland, J. L., & Elman, J. L.
(1986) The TRACE model of speech perception. Cognitive Psychology, 18(1), 1–86. DOI logoGoogle Scholar
McMurray, B., Horst, J. S., & Samuelson, L. K.
(2012) Word learning emerges from the interaction of online referent selection and slow associative learning. Psychological Review, 119(4), 831–877. DOI logoGoogle Scholar
Meyer, M., & Baldwin, D. A.
(2013) Pointing as a socio-pragmatic cue to particular vs. generic reference. Language Learning and Development, 9(3), 245–265. DOI logoGoogle Scholar
Mintz, T.
(2003) Frequent frames as a cue for grammatical categories in child directed speech. Cognition, 90, 91–117. DOI logoGoogle Scholar
Modrak, D. K. W.
(2001) Aristotle’s theory of language and meaning. Cambridge: Cambridge University Press.Google Scholar
Monaghan, P.
(2017) Canalization of language structure from environmental constraints: A computational model of word learning from multiple cues. Topics in Cognitive Science, 9, 21–34.. DOI logoGoogle Scholar
Monaghan, P., Brand, J., Frost, R. L. A., & Taylor, G.
(2017) Multiple variable cues in the environment promote accurate and robust word learning. In G. Gunzelmann, A. Howes, T. Tenbrink, & E. J. Davelaar (Eds.), Proceedings of the 39th Annual Conference of the Cognitive Science Society (pp. 817–822). Austin, TX: Cognitive Science Society.Google Scholar
Monaghan, P., Chater, N., & Christiansen, M. H.
(2005) The differential contribution of phonological and distributional cues in grammatical categorisation. Cognition, 96, 143–182. DOI logoGoogle Scholar
Monaghan, P., & Christiansen, M. H.
(2010) Words in puddles of sound: Modelling psycholinguistic effects in speech segmentation. Journal of Child Language, 37, 545–564. DOI logoGoogle Scholar
Monaghan, P., Christiansen, M. H., & Chater, N.
(2007) The Phonological Distributional Coherence Hypothesis: Cross-linguistic evidence in language acquisition. Cognitive Psychology, 55, 259–305. DOI logoGoogle Scholar
Monaghan, P. & Mattock, K.
(2012) Integrating constraints for learning word referent mappings. Cognition, 123, 133–143. DOI logoGoogle Scholar
Monaghan, P., Mattock, K., Davies, R., & Smith, A. C.
(2015) Gavagai is as gavagai does: Learning nouns and verbs from cross-situational statistics. Cognitive Science, 39, 1099–1112. DOI logoGoogle Scholar
Monaghan, P., Kalashnikova, M., & Mattock, K.
(2017) Intrinsic and extrinsic cues to word learning. In G. Westermann & N. Mani (Eds.), Early word learning. Hove: Psychology Press. DOI logoGoogle Scholar
Moore, C., Angelopolous, M., & Bennett, P.
(1999) Word learning in the context of referential and salience cues. Developmental Psychology, 35(1), 60–68. DOI logoGoogle Scholar
Mueller, J. L., Bahlmann, J., & Friederici, A. D.
(2010) Learnability of embedded syntactic structures depends on prosodic cues. Cognitive Science, 34(2), 338–349. DOI logoGoogle Scholar
Nespor, M. & Vogel, I.
(1986) Prosodic Phonology. Dordrecht: Foris PublicationsGoogle Scholar
Newmeyer, F. J.
(2017) Form and function in the evolution of grammar. Cognitive Science, 41, 259–276. DOI logoGoogle Scholar
Newport, E. L., & Aslin, R.
(2004) Learning at a distance: Statistical learning of non-adjacent dependencies. Cognitive Psychology, 48(2), 127–162. DOI logoGoogle Scholar
Nixon, J. S.
submitted). Of mice and men: Is speech sound acquisition statistical or error- driven?
O’Brien, M. G., Jackson, C. N., Gardner, C. E.
(2014) Cross-linguistic differences in prosodic cues to syntactic disambiguation in German and English. Applied Psycholinguistics, 35(1), 27–70. DOI logoGoogle Scholar
Pelucchi, B., Hay, J. F., Saffran, J. R.
(2009) Statistical learning in a natural language by 8-month-old infants. Child Development, 80(3), 674–685. DOI logoGoogle Scholar
Perruchet, P., Tyler, M. D., Galland, N., & Peereman, R.
(2004) Learning non- adjacent dependencies: No need for algebraic-like computations. Journal of Experimental Psychology, 133(4), 573–583). DOI logoGoogle Scholar
Perruchet, P., & Vinter, A.
(1998) PARSER: A model for word segmentation. Journal of Memory and Language, 39(2), 246–263. DOI logoGoogle Scholar
Peña, M., Bonatti, L., Nespor, M., & Mehler, J.
(2002) Signal-driven computations in speech processing. Science, 298, 604–607. DOI logoGoogle Scholar
Pinker, S.
(1984) Language learnability and language development. Cambridge, MA: Harvard University Press.Google Scholar
Pullum, G. K., & Scholz, B.
(2002) Empirical assessment of stimulus poverty arguments. The Linguistic Review, 19, 9–50.Google Scholar
Quine, W. V. O.
(1960) Word and object. Cambridge, MA: The MIT PressGoogle Scholar
Redington, M., Chater, N. & Finch, S.
(1998) Distributional information: A powerful cue for acquiring syntactic structures. Cognitive Science, 22, 425–469. DOI logoGoogle Scholar
Rodriguez-Fornells, A., Cunillera, T., Mestres-Misse, A., & De Diego-Balauger, R.
(2009) Neurophysiological mechanisms involved in language learning in adults. Philosophical Transactions of the Royal Society, B: Biological Sciences, 364(1536), 3711–3734. DOI logoGoogle Scholar
Saffran, J., Aslin, R., & Newport, E.
(1996) Statistical learning by 8-month-old infants. Science, 274, 1926–1928. DOI logoGoogle Scholar
Saffran, J. R., Newport, E. L., & Aslin, R. N.
(1996b) Word segmentation: The role of distributional cues. Journal of Memory and Language, 35(4), 606–621. DOI logoGoogle Scholar
Saffran, J. R., Newport, E. L., Aslin, R. N., Tunick, R. A., & Barrueco, S.
(1997) Incidental language learning: Listening (and learning) out of the corner of your ear. Psychological Science, 8 (2), 101–105. DOI logoGoogle Scholar
Saksida, A., Langus, A., & Nespor, M.
(2017) Co-occurrence statistics as a language-dependent cue for speech segmentation. Developmental Science, 20(3), e12390. DOI logoGoogle Scholar
Salverda, A. P., Dahan, D., & McQueen, J. M.
(2003) The role of prosodic boundaries in the resolution of lexical embedding in speech comprehension. Cognition, 90, 51–89. DOI logoGoogle Scholar
Scott, R. M., & Fisher, C.
(2012) 2.5-Year-olds use cross-situational consistency to learn verbs under referential uncertainty. Cognition, 122, 163–180. DOI logoGoogle Scholar
Shukla, M., White, K. S., & Aslin, R.
(2011) Prosody guides the rapid mapping of auditory word forms onto visual objects in 6-mo-old infants. PNAS, 108(15), 6038–6043. DOI logoGoogle Scholar
Smith, L., & Yu, C.
(2008) Infants rapidly learn word–referent mappings via cross-situational statistics. Cognition, 106, 1558–1568. DOI logoGoogle Scholar
Smith, L. B., Jayaraman, S., Clerkin, E., & Yu, C.
(2018) The developing infant creates a curriculum for statistical learning. Trends in Cognitive Sciences, 22(4), 325–336. DOI logoGoogle Scholar
St Clair, M. C., Monaghan, P., & Christiansen, M. H.
(2010) Learning grammatical categories from distributional cues: Flexible frames for language acquisition. Cognition, 116, 341–360. DOI logoGoogle Scholar
Stumper, B., Bannard, C., Lieven, E. V., & Tomasello, M.
(2011) “Frequent frames” in German child-directed speech: A limited cue to grammatical categories. Cognitive Science, 35(6), 1190–1205. DOI logoGoogle Scholar
Swingley, D.
(2005) Statistical clustering and the contents of infant vocabulary. Cognitive Psychology, 50(1), 86–132. DOI logoGoogle Scholar
Thiessen, E. D., & Saffran, J. R.
(2003) When cues collide: Use of stress and statistical cues to word boundaries by 7- to 9-month-old infants. Developmental Psychology, 39, 706–716. DOI logoGoogle Scholar
Trotter, A. S., Frost, R. L. A., & Monaghan, P.
(2019) Chained melody: Low-level acoustic cues as a guide to phrase structure in comprehension (Unpublished doctoral dissertation).Google Scholar
Whitacre, J.
(2010) Degeneracy: A link between evolvability, robustness and complexity in biological systems. Theoretical Biology and Medical Modelling, 7, 6. DOI logoGoogle Scholar
White, L., & Turk, A. E.
(2010) English words on a Procrustean bed: Polysyllabic shortening reconsidered. Journal of Phonetics, 38(3), 459–471. DOI logoGoogle Scholar
Yu, C., & Smith, L. B.
(2012) Modeling cross situational word referent learning: Prior questions. Psychological Review, 119(1), 21–39. DOI logoGoogle Scholar
Yurovsky, D., Smith, L. B., & Yu, C.
(2013) Statistical word learning at scale: The baby’s view is better. Developmental Science, 16, 959–966.Google Scholar
Yurovsky, D., Boyer, T. W., Smith, L. B., & Yu, C.
(2013) Probabilistic cue combination: Less is more. Developmental Science, 16(2), 149–158. DOI logoGoogle Scholar
Zipf, G. K.
(1935) Psycho-biology of languages. Cambridge, MA: The MIT Press.Google Scholar
Cited by

Cited by 2 other publications

Mirzaei, Azizullah, Mahshid Azizi Farsani & Heesun Chang
2023. Statistical learning of L2 lexical bundles through unimodal, bimodal, and multimodal stimuli. Language Teaching Research DOI logo
Munro, Natalie, Elise Baker, Sarah Masso, Lynn Carson, Taiying Lee, Anita M.-Y. Wong & Stephanie F. Stokes
2021. Vocabulary Acquisition and Usage for Late Talkers Treatment: Effect on Expressive Vocabulary and Phonology. Journal of Speech, Language, and Hearing Research 64:7  pp. 2682 ff. DOI logo

This list is based on CrossRef data as of 23 march 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.