Showing papers in "Cognition in 1985"
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TL;DR: A new model of metarepresentational development is used to predict a cognitive deficit which could explain a crucial component of the social impairment in childhood autism.
6,017 citations
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TL;DR: A motor theory of speech perception, initially proposed to account for results of early experiments with synthetic speech, is now extensively revised to accommodate recent findings, and to relate the assumptions of the theory to those that might be made about other perceptual modes.
2,523 citations
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TL;DR: The results of these experiments indicate that, contrary to Piaget's (1954) claims, infants as young as 5 months of age understand that objects continue to exist when occluded and 5-month-old infants realize that solid objects do not move through the space occupied by other solid objects.
626 citations
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TL;DR: Differences in the manner in which writing systems represent phonology are not relevant to the recognition of common words, consistent with a parallel interactive model of word recognition in which orthographic and phonological information are activated at different latencies.
506 citations
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TL;DR: It is concluded that children's concept of weight and density do differentiate in development and that it does make sense to view children's concepts in the context of theory-like structures.
423 citations
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TL;DR: The hypothesis explored in this paper is that this hierarchy is related to the conceptual accessibility of the intended referents of noun phrases that commonly occur in particular relational roles, with relations higher in the hierarchy typically occupied by noun phrases representing more accessible concepts.
420 citations
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TL;DR: Group analysis reveals effects of syntactic structure upon correct interpretation of sentences and indicates that separate aspects of syntactical structure contribute additively to sentence complexity.
262 citations
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TL;DR: The results strongly support the notion that level-ordering constrains the child's word formation rules, independent of the input received.
229 citations
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TL;DR: It is concluded that it is not likely the children lack constructs such as subject, verb, and object, and the limitations on the passive seem to arise from children's active construal of input as indicating semantic conditions on the applicability of the passive.
203 citations
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TL;DR: It is argued that there are compelling reasons to question the coherence of agrammatism as a psychological entity and that the single case methodology for the study of aphasia can address these goals by taking patterns of performance on particular linguistic tasks as basic units of analysis, and that this approach avoids the methodological pitfalls faced by studies which take clinical categories as starting points.
185 citations
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TL;DR: The combined results of normal and agrammatic subjects provide evidence for a computational distinction of different vocabulary types, and consequently, their attribution to different levels of sentence processing, and suggest that lexical and non-lexical information is generally processed at different levels, even if both types of information are carried by one item.
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TL;DR: It is proposed that the authors' memory is made up of individual, unconnected Records, to each of which is attached a Heading, and that Headed Records can neither be deleted nor modified.
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TL;DR: In this article, Smith, Medin and Rips have argued that the metaphysics is of interest only to metaphysics and not to psychology, and that metaphysics are irrelevant to psychology.
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TL;DR: The results of three experiments indicated that subjects processed idiomatic expressions more quickly than they did nonidiomatic, control strings, and that flexible idioms were recalled more often than were frozen ones.
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TL;DR: It is proposed that the matching task utilizes a level of mental representation at which overgenerated sentences are indistinguishable from fully grammatical sentences, which implies a close correspondence between formal derivational mechanisms and features of the operation of the language processor.
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TL;DR: The results suggest that the count/mass distinction is not acquired via an object/substance distinction although semantic properties of quantification are probably important for the acquisition process.
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TL;DR: A further possibility is examined, that the metre of a piece of music can be used to control the time course of a performance through its mapping onto a time scale generated by a timekeeper.
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TL;DR: The pattern of errors and latencies suggested a general explanation for failures in rationality: subjects do not see immediately the need to search for counterexamples, and may lose their insight into this principle when it becomes difficult to determine what counts as a countereXample.
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TL;DR: The authors studied lexical decisions to high and very high frequency words of both classes using stimulus masking and speeded responses, in order to minimize floor effects, to reveal potential differences between the behavior of the two classes, and to contrast theories of lexical access.
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TL;DR: A persistent bias in judgments of means and standard deviations within an intuitive inference task is interpreted in terms of the anchoring and adjustment heuristic.
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TL;DR: Two experiments were designed to replicate Au's findings using Chinese speakers with minimal or no previous exposure to English as a Foreign Language instruction and indicate that grade of the subject, content of the story or problem and presentation format are significant factors in determining performance on the tasks.
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TL;DR: This article argued that Seidenberg's claim that effects of spelling-to-sound regularity are limited to low frequency words in English is not adequately supported by the data and proposed a parallel interactive activation model of word recognition based on McClelland and Rumelhart (1981).
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TL;DR: In this paper, the authors present a modified version of a dual-route model intended to accommodate these data, and suggest that this exercise shows that there is no basis on which to prefer the time-course model I have developed.
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TL;DR: An explanation as to why many superordinate category terms are mass nouns although they refer to diverse, discrete, countable objects, and a novel way in which psychological functions contribute to the evolution of linguistic structure is suggested.
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TL;DR: The hypothesis of the four grammar types and their sequential development was supported by the fact that the children belonging to each grammar type differed significantly with respect to age and DSS scores, and all the means were sequentially ordered in the predicted direction.
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TL;DR: The extremely poor abilities of subjects to predict results can hardly be accounted for by a ‘tacit knowledge’ hypothesis, since, assuming that knowledge of the relationships linking speed, time, and physical distance normally ‘penetrates’ image processing, such knowledge is likely to be used for making rather accurate predictions concerning these experimental situations.
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TL;DR: This instance of grammatical priming is described as an effect that arises post-lexically, based on the outcomes of relatively independent lexical and syntactical processors.
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TL;DR: The notion of “epistemological parity” is introduced as a mechanism by which a psychologist's substantive theory and epistemological views are adjusted one to another in a historical case study of the “place versus response” controversy.
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TL;DR: It is argued that the psychological notion of learnability is actually the touchstone of comparison, and given this criterion, one can understand just why linguistic grammars should form the abstract foundation of psychological parsing models.
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TL;DR: Serafine as mentioned in this paper argued that every formal analysis of an artwork should be an implicit description of the human cognitive processes that give rise to it, in composing or hearing or both.