Variability and Detection of Invariant Structure

By Rebecca L. Gómez. Psychology Science, 2002

856 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Molecular Biology

View Paper: https://www.semanticscholar.org/paper/b6c3a95346e2ec23370b2c674ae6a38e972f25b5

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Molecular Biology

Citations in the corpus

Statistical Learning and Language: An Individual Differences Study (2012, methodology): “…Newport & Aslin, 2004) and require more facilitative contexts to do so successfully, such as conditions that manipulate the variability of interposed items and/or exploit perceptual similarity cues (e.g., Gebhart, Newport, & Aslin, 2009; Gómez, 2002; Onnis, Christiansen, Chater, & Gómez, 2003).”
Naps Promote Abstraction in Language-Learning Infants (2006, methodology): “We familiarized the infants with an artificial language (Gómez, 2002; Gómez & Maye, 2005).”
Theories of artificial grammar learning. (2007, background): “Indeed, Gomez (2002) showed that nonadjacent dependencies would be learned when the adjacent ones were very variable (or very stable).”
Social Feedback to Infants' Babbling Facilitates Rapid Phonological Learning (2008, background): “For example, when learning an artificial grammar containing nonadjacent dependencies between the first and third elements, infants require a high level of variability of the middle, adjacent element in order to extract the higher-order rule linking the first and last elements (Gómez, 2002).”
Phonology impacts segmentation in online speech processing (2005, positive): “In contrast, evidence for learning the relations among nonadjacent items is scarce, and seems to occur only under specific circumstances, such as when intervening material is highly variable (Gomez, 2002).”
Exercising Your Brain: A Review of Human Brain Plasticity and Training-Induced Learning (2008, neutral): “High variability is crucial in ensuring that the newly learned informative fragments be at levels of representation that can flexibly recombine (Gomez, 2002; Onnis, Monaghan, Christiansen, & Chater, 2004; Newport, & Aslin, 2008).”
Language as shaped by the brain. (2008, background): “…subject to the Cambridge Core terms of use, available at https://www.cambridge.org/core/terms. when two species with markedly different rates of adaptation enter a symbiotic relationship, the rapidly evolving species adapts to the slowly evolving one, but not the reverse (Frean & Abraham 2004).”
Finding The Verbs: Distributional Cues to Categories Available to Young Learners (2004, background): “In one study, Gómez (2002) tested 18-month-olds' sensitivity to the contingency between two non-adjacent words separated by exactly one intervening word.”
A Construction Based Analysis of Child Directed Speech. (2003, background): “Gomez, 2002 ). According to Bybee (1995), among others, type frequency in particular slots in constructions is the key to syntactic productivity, and so this kind of frequency is of crucial importance in helping to explain how children begin to construct more abstract and adult-like syntactic repres”
Distal prosodic context affects word segmentation and lexical processing (2008, background): “Two exceptions are studies by Gómez and colleagues (Gómez, 2002; Gómez & Maye, 2005), and Mattys, Melhorn, and White (2007), which examined the influence of distal statistical dependencies and distal syntactic expectations, respectively, on processing proximal lexical material.”
Reconstructing constructivism: Causal models, Bayesian learning mechanisms and the theory theory (2012, positive): “In fact, statistical learning has been one of the most important recent areas of developmental research on linguistic and perceptual learning (e.g., Gòmez, 2002; Kirkham, Slemmer, & Johnson, 2002; Saffran, Aslin, & Newport, 1996; Wu, Gopnik, Richardson, & Kirkham, 2011).”
A Dual-Route Approach to Orthographic Processing (2011, background): “In line with this reasoning, examples of successful learning of non-adjacent dependencies involve situations where it is arguably easier to attend to the non-contiguous elements (e.g., Gomez, 2002; Bonatti et al., 2005).”
The nature of generalization in language (2009, background): “…another look at the question of whether the generalizations can be learned (Childers and Tomasello 2002; Elman et al. 1996; Kam and Newport 2005; Kuhl 2000; Gomez 2002; Sa¤ran et al. 1996; Sa¤ran et al. 1999; Sa¤ran 2001a, 2001b, Sa¤ran and Wilson 2003; Tomasello 2003; Wonnacott et al. 2008).”