Tanja C. Roembke

TL;DR: Eye-movements during learning showed evidence that listeners maintain multiple hypotheses for a given word and bring them all to bear in the moment of naming, and evidence suggests that observational word learning may derive from a combination of gradual statistical or associative learning mechanisms and more rapid real-time processes.

TL;DR: This article developed a measure of automaticity to evaluate the influence of automatic word recognition from factors such as processing speed or knowledge of grapheme-phoneme correspondences, and found that automaticity in tasks involving nonwords also predicted reading fluency.

TL;DR: The findings show that the hippocampus is not strictly necessary for CSSL for words, although it may facilitate such learning, which is consistent with a hybrid account of CSSL supported by implicit and explicit memory systems, and may have translational applications for remediation of (word-) learning deficits in neurological populations with hippocampal pathology.

TL;DR: It is indicated that the learning of rich associative networks does not depend solely on positive associative learning, but also on negative associativelearning; this conclusion has important implications for basic learning theories in both animals and humans, as well as for theories of development.

TL;DR: trial-by-trial analyses of the microstructure of both children's and adults' performance did not reveal any substantial differences due to condition, consistent with the hypothesis that learning mechanisms are generally employed similarly with both words and nonlinguistic sounds.