SEARCH

SEARCH BY CITATION

References

  • Arciuli, J., & Cupples, L. (2006). The processing of lexical stress during visual word recognition: Typicality effects and orthographic correlates. Quarterly Journal of Experimental Psychology, 59(5), 920948.
  • Arciuli, J., & Cupples, L. (2007). Would you rather ‘embert a cudsert’ or ‘cudsert an embert’? How spelling patterns at the beginning of English disyllables can cue grammatical category. In A. C. Schalley & D. Khlentzos (Eds.), Mental states: Language and cognitive structure (Vol. 2, pp. 213237). Amsterdam: John Benjamins.
  • Arciuli, J., & Monaghan, P. (2009). Probabilistic cues to grammatical category in English orthography and their influence during reading. Scientific Studies of Reading, 13(1), 7393.
  • Arciuli, J., Monaghan, P., & Ševa, N. (2010). Learning to assign lexical stress during reading aloud: Corpus, behavioural and computational investigations. Journal of Memory and Language, 63, 180196.
  • Arciuli, J., & Simpson, I. C. (2011). Visual statistical learning in typically developing children: The role of age, gender and speed of presentation. Developmental Science, 14, 464473.
  • Baker, C., Olson, C., & Behrmann, M. (2004). Role of attention and perceptual grouping in visual statistical learning. Psychological Science, 15(7), 460466.
    Direct Link:
  • Brady, T. F., & Oliva, A. (2008). Statistical learning using real-world scenes. Psychological Science, 19(7), 678685.
    Direct Link:
  • Brown, G. D. A., & Loosemore, R. P. W. (1994). Computational approaches to normal and impaired spelling. In G. D. A. Brown & N. C. Ellis (Eds.), Handbook of spelling: Theory, process and application (pp. 319335). Chichester, England: Wiley.
  • Brown, L., Sherbenou, R. J., & Johnsen, S. K. (1997). Test of nonverbal intelligence, third edition (TONI-3): A language-free measure of cognitive ability. Austin, TX: PRO-ED.
  • Byrne, B., Coventry, W. L., Olson, R. K., Hulslander, J., Wadsworth, S., DeFries, J. C., Corley, R., & Willcutt, E. G. (2008). A behaviour-genetic analysis of orthographic learning, spelling and decoding. Journal of Research in Reading, 31(1), 821.
  • Chater, N., & Manning, C. D. (2006). Probabilistic models of language processing and acquisition. Trends in Cognitive Science, 10(7), 335344.
  • Chomsky, N. (1980). Rules and representations. Behavioral and Brain Sciences, 3, 115.
  • Conway, C., & Christiansen, M. (2005). Modality-constrained statistical learning of tactile, visual, and auditory sequences. Journal of Experimental Psychology: Learning, Memory, and Cognition, 31(1), 2439.
  • Deacon, S. H., Conrad, N., & Pacton, S. (2008). A statistical learning perspective on children’s learning about graphotactic and morphological regularities in spelling. Canadian Psychology, 49(2), 118124.
  • Evans, J. L., Saffran, J. R., & Robe-Torres, K. (2009). Statistical learning in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 52(2), 321335.
  • Fiser, J., & Aslin, R. N. (2001). Unsupervised statistical learning of higher-order spatial structures from visual scenes. Psychological Science, 12(6), 499504.
    Direct Link:
  • Fiser, J., & Aslin, R. N. (2002). Statistical learning of higher-order temporal structure from visual shape sequences. Journal of Experimental Psychology: Learning, Memory, and Cognition, 28(3), 458467.
  • Fiser, J., & Aslin, R. N. (2005). Encoding multielement scenes: Statistical learning of visual feature hierarchies. Journal of Experimental Psychology: General, 134(4), 521537.
  • Gillon, G. T. (2004). Phonological awareness: From research to practice. New York: The Guilford Press.
  • Gómez, R. L., & Gerken, L. (2000). Infant artificial language learning and language acquisition. Trends in Cognitive Science, 4(5), 178186.
  • Gould, J. L., & Marler, P. (1987). Learning by instinct. Scientific American, 255(1), 7485.
  • Grunow, H., Spaulding, T. J., Gómez, R. L., & Plante, E. (2006). The effects of variation on learning word order rules by adults with and without language-based learning disabilities. Journal of Communication Disorders, 39(2), 158170.
  • Harm, M. W., & Seidenberg, M. S. (1999). Phonology, reading acquisition, and dyslexia: Insights from connectionist models. Psychological Review, 106(3), 491528.
  • Harm, M. W., & Seidenberg, M. S. (2004). Computing the meanings of words in reading: Cooperative division of labor between visual and phonological processes. Psychological Review, 111(3), 662720.
  • Kessler, B. (2009). Statistical learning of conditional orthographic correspondences. Writing Systems Research, 1(1), 1934.
  • Kirkham, N. Z., Slemmer, J. A., & Johnson, S. P. (2002). Visual statistical learning in infancy: Evidence for a domain general learning mechanism. Cognition, 83(2), B35B42.
  • Kuhl, P. K. (2004). Early language acquisition: Cracking the code. Nature Reviews Neuroscience, 5, 831843.
  • National Institute of Child Health and Human Development (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: Author.
  • Newman, R., Ratner, N. B., Jusczyk, A. M., Jusczyk, P. W., & Dow, K. A. (2006). Infants’ early ability to segment the conversational speech signal predicts later language development: A retrospective analysis. Developmental Psychology, 42(4), 643655.
  • Newport, E. L., & Aslin, R. N. (2004). Learning at a distance I. Statistical learning of non-adjacent dependencies. Cognitive Psychology, 48, 127162.
  • Nowak, M. A., Komarova, N. L., & Niyogi, P. (2002). Computational and evolutionary aspects of language. Nature, 417, 611617.
  • Patterson, K., & Plaut, D. C. (2009). “Shallow Draughts Intoxicate the Brain”: Lessons from cognitive science for cognitive neuropsychology. Topics in Cognitive Science, 1, 3958.
  • Pelucchi, B., Hay, J. F., & Saffran, J. R. (2009). Statistical learning in a natural language by 8-month-old infants. Child Development, 80(3), 674685.
  • Peña, M., Bonatti, L. L., Nespor, M., & Mehler, J. (2002). Signal-driven computations in speech processing. Science, 298, 604607.
  • Perruchet, P., & Pacton, S. (2006). Implicit learning and statistical learning: One phenomenon, two approaches. Trends in Cognitive Science, 10(5), 233238.
  • Plaut, D. C., McClelland, J. L., Seidenberg, M. S., & Patterson, K. (1996). Understanding normal and impaired word reading: Computational principles in quasi-regular domains. Psychological Review, 103(1), 56115.
  • Rowland, C. F., & Pine, J. M. (2000). Subject–auxiliary inversion errors and wh-question acquisition: “What children do know?”. Journal of Child Language, 27, 157181.
  • Rüsseler, J., Gerth, I., & Münte, T. F. (2006). Implicit learning is intact in adult developmental dyslexic readers: Evidence from the serial reaction time task and artificial grammar learning. Journal of Clinical and Experimental Neuropsychology, 28(5), 808827.
  • Saffran, J. R., Aslin, R. N., & Newport, E. L. (1996). Statistical learning by 8-month old infants. Science, 274, 19261928.
  • Saffran, J. R., Hauser, M. D., Seibel, R., Kapfhamer, J., Tsao, F., & Cushman, F. (2008). Grammatical pattern learning by human infants and cotton-top tamarin monkeys. Cognition, 107(2), 479500.
  • Schneider, W., Eschman, A., & Zuccolotto, A. (2002). E-Prime reference guide. Pittsburgh: Psychology Software Tools, Inc.
  • Seidenberg, M. S. (1994). Language and connectionism: The developing interface. Cognition, 50, 385401.
  • Seidenberg, M. S. (1997). Language acquisition and use: Learning and applying probabilistic constraints. Science, 275(5306), 15991603.
  • Seidenberg, M. S., MacDonald, M. C., & Saffran, J. R. (2002). Does grammar start where statistics stop? Science, 298(5593), 553554.
  • Seidenberg, M. S., & McClelland, J. L. (1989). A distributed, developmental model of word recognition and naming. Psychological Review, 96(4), 523568.
  • Ševa, N., Monaghan, P., & Arciuli, J. (2009). Stressing what is important: Orthographic cues and lexical stress assignment. Journal of Neurolinguistics, 22(3), 237249.
  • Tomblin, J. B., Mainela-Arnold, E., & Zhang, X. (2007). Procedural learning in adolescents with and without specific language impairment. Language Learning and Development, 3(4), 269293.
  • Toro, J., Sinnett, S., & Soto-Faraco, S. (2005). Speech segmentation by statistical learning depends on attention. Cognition, 97(2), B25B34.
  • Treiman, R., & Kessler, B. (2006). Spelling as statistical learning: Using consonantal context to spell vowels. Journal of Educational Psychology, 98(3), 642652.
  • Tsao, F.-M., Liu, H.-M., & Kuhl, P. K. (2004). Speech perception in infancy predicts language development in the second year of life: A longitudinal study. Child Development, 75(4), 10671084.
  • Turk-Browne, N. B., Isola, P. J., Scholl, B. J., & Treat, T. A. (2008). Multidimensional statistical learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 34(2), 399407.
  • Turk-Browne, N. B., Jungé, J. A., & Scholl, B. J. (2005). The automaticity of visual statistical learning. Journal of Experimental Psychology: General, 134(4), 552564.
  • Turk-Browne, N. B., Scholl, B. J., Chun, M. M., & Johnson, M. K. (2009). Neural evidence of statistical learning: Efficient detection of visual regularities without awareness. Journal of Cognitive Neuroscience, 21(10), 19341945.
  • Vicari, S., Finzi, A., Menghini, D., Marotta, L., Baldi, S., & Petrosini, L. (2005). Do children with developmental dyslexia have an implicit learning deficit? Journal of Neurology, Neurosurgery & Psychiatry, 76(10), 13921397.
  • Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (1999). Comprehensive test of phonological processing – CTOPP. Austin, TX: PRO-ED.
  • Wells, J. B., Christiansen, M. H., Race, D. S., Acheson, D. J., & MacDonald, M. C. (2009). Experience and sentence processing: Statistical learning and relative clause comprehension. Cognitive Psychology, 58(2), 250271.
  • Weschler, D. (1997). Weschler Adult Intelligence Scales – Third edition (WAIS-III). San Antonio, TX: The Psychological Corporation.
  • Wilkinson, G. S., & Robertson, G. J. (2006). Wide range achievement test – Fourth edition: Professional manual. Lutz, FL: Psychological Assessment Resources.
  • Yang, C. D. (2004). Universal grammar, statistics or both? Trends in Cognitive Science, 8(10), 451456.
  • Yu, C. (2008). A statistical associative account of vocabulary growth in early word learning. Language Learning and Development, 4(1), 3262.