Infants’ perception of repetition-based regularities in speech: a look from the perspective of the same/different distinction

Cruz-Pavía, Irene de la; Gervain, Judit

doi:10.1016/j.cobeha.2020.11.014

Cited by 8 publications

(28 citation statements)

References 31 publications

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“…Then young children should have applied abstract syntactic rules to differentiate type patterns. Relevant findings were first revealed among 7-month-old infants (Marcus et al, 1999) and later confirmed among younger infants and neonates (for a review, see de la Cruz-Pavia & Gervain, 2021;Rabagliati, Senghas, Johnson, & Marcus, 2012). Nevertheless, this line of studies did not explain the differentiation of type patterns based on innate rules.…”

Section: Cognitive Processing and Syntactic Acquisitionmentioning

confidence: 95%

“…However, contrary to the algebraic assumption, specific syllables need to be coded into the rules as though they are also innate. Frank and Tenenbaum (2011) also acknowledged their model's limitation in simulating dynamic cognitive processing and associated age-related changes (compare Dawson & Gerken, 2009;de la Cruz-Pavia & Gervain, 2021).…”

Section: Cognitive Processing and Syntactic Acquisitionmentioning

confidence: 99%

“…Sameness and difference skills. It is now generally considered that the learning of simple identity rules is less advanced than lexical learning (de la Cruz-Pavia & Gervain, 2021;Wagner, Fox, Tager-Flusberg, & Nelson, 2011). Even newborns can detect simple identity rules (Bouchon, Nazzi, & Gervain, 2015;Gervain, Macagno, Cogoi, Peña, & Mehler, 2008), followed by an age-related decline in identity rule differentiation (Dawson & Gerken, 2009).…”

Section: Empirically-identified Early Linguistic Skillsmentioning

confidence: 99%

“…On the contrary, the pattern-level lexical acquisition is only revealed after about 6 or 9 months of age (de la Cruz-Pavia & Gervain, 2021;Wagner et al, 2011), nevertheless absent among newborns (Bouchon et al, 2015). Lexical learning requires more than just the detection of individual features.…”

Section: Empirically-identified Early Linguistic Skillsmentioning

confidence: 99%

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Prediction error, processing elements, and the development of early linguistic skills: An integrated EDL-PRIMs model

Ji¹

2022

Preprint

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Computational theories in the early linguistic acquisition, especially statistical learning and cognitive processing perspectives, have independently acknowledged the crucial aspects of learning mechanisms in lexical or syntactic acquisition. In this research, the prediction error-driven learning mechanism (EDL) has been integrated into the primitive information processing element architecture (PRIMs) in modeling the simultaneous learning of lexicons and procedures in multiple early linguistic tasks. In the first proof-of-concept simulation study, the integrated EDL-PRIMs model demonstrates procedural learning in an algebraic task, extending the statistical learning perspective in a syntactic phenomenon. In the second simulation study, the model incorporates a set of information processing elements constrained by the empirically-identified skills; and moderates a global efficiency parameter to simulate age-related differences in processing algebraic, statistical learning, and non-adjacent dependency patterns. The integrated model's learned lexical and procedural activation profiles are adaptive when the task is syntactic, lexical, and hybrid, respectively. Moreover, the simulated efficiencies of processing elements are linked with age-related performance changes revealed by empirical findings. The simulated results are discussed with references to the empirical literature and computational theories of early linguistic development.

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Section: Cognitive Processing and Syntactic Acquisitionmentioning

confidence: 95%

Section: Cognitive Processing and Syntactic Acquisitionmentioning

confidence: 99%

Section: Empirically-identified Early Linguistic Skillsmentioning

confidence: 99%

Section: Empirically-identified Early Linguistic Skillsmentioning

confidence: 99%

See 2 more Smart Citations

Prediction error, processing elements, and the development of early linguistic skills: An integrated EDL-PRIMs model

Ji¹

2022

Preprint

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“…ABC vs. ABB (e.g. Bulf, Brenna, Valenza, Johnson, & Turati, 2015 ; Bulf, de Hevia, Gariboldi, & Macchi Cassia, 2017 ; Dawson & Gerken, 2009 ; Ferguson, Franconeri, & Waxman, 2018 ; Gerken, Dawson, Chatila, & Tenenbaum, 2015 ; Johnson et al, 2009 ; Marcus, Fernandes, & Johnson, 2007 ; Marcus, Vijayan, Rao, & Vishton, 1999 ; Saffran, Pollak, Seibel, & Shkolnik, 2007 ; for reviews see de la Cruz-Pavía & Gervain, 2021 ; Rabagliati, Ferguson, & Lew-Williams, 2019 ), or more generally, that they can contrast arrays made of same vs. different items (e.g. Ferry, Hespos, & Gentner, 2015 ; Hochmann, Mody, & Carey, 2016 ; for reviews, see Hespos, Gentner, Anderson, & Shivaram, 2021 ; Hochmann, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

Abstract representations of small sets in newborns

et al. 2022

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The developmental cognitive mechanism of learning algebraic rules from the dual‐process theory perspective

Xiao,

Liang,

Sun

et al. 2024

PsyCh Journal

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Rule learning is an important ability that enables human beings to adapt to nature and develop civilizations. There have been many discussions on the mechanism and characteristics of algebraic rule learning, but there are still controversies due to the lack of theoretical guidance. Based on the dual‐process theory, this study discussed the following arguments for algebraic rule learning across human and animal studies: whether algebraic rule learning is simply Type 1 processing, whether algebraic rule learning is a domain‐general ability, whether algebraic rule learning is shared by humans and animals, and whether an algebraic rule is learned consciously. Moreover, we propose that algebraic rule learning is possibly a cognitive process that combines both Type 1 and Type 2 processing. Further exploration is required to establish the essence and neural basis of algebraic rule learning.

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Infants’ perception of repetition-based regularities in speech: a look from the perspective of the same/different distinction

Cited by 8 publications

References 31 publications

Prediction error, processing elements, and the development of early linguistic skills: An integrated EDL-PRIMs model

Prediction error, processing elements, and the development of early linguistic skills: An integrated EDL-PRIMs model

Abstract representations of small sets in newborns

The developmental cognitive mechanism of learning algebraic rules from the dual‐process theory perspective

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