Why do children learn to say "Broke"? A model of learning the past tense without feedback.
about
Five-Year-Olds' Systematic Errors in Second-Order False Belief Tasks Are Due to First-Order Theory of Mind Strategy Selection: A Computational Modeling StudySyntactic Recursion Facilitates and Working Memory Predicts Recursive Theory of Mind.How does the mind work? Insights from biologyInsensitivity to response-contingent feedback in adolescents with developmental language disorder (DLD).On the necessity of U-shaped learning.Cognitive Modeling of Individual Variation in Reference Production and Comprehension.RACE/A: an architectural account of the interactions between learning, task control, and retrieval dynamics.Building an ACT-R Reader for Eye-Tracking Corpus Data.Production compilation: a simple mechanism to model complex skill acquisition.Embodied spatial cognition.Modeling social learning of language and skills.Cognitive architectures and language acquisition: a case study in pronoun comprehension.Human symbol manipulation within an integrated cognitive architecture.Commentary: new kids on the connectionist modeling block.Modeling parallelization and flexibility improvements in skill acquisition: from dual tasks to complex dynamic skills.
P2860
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P2860
Why do children learn to say "Broke"? A model of learning the past tense without feedback.
description
2002 nî lūn-bûn
@nan
2002年の論文
@ja
2002年論文
@yue
2002年論文
@zh-hant
2002年論文
@zh-hk
2002年論文
@zh-mo
2002年論文
@zh-tw
2002年论文
@wuu
2002年论文
@zh
2002年论文
@zh-cn
name
Why do children learn to say " ...... e past tense without feedback.
@en
type
label
Why do children learn to say " ...... e past tense without feedback.
@en
prefLabel
Why do children learn to say " ...... e past tense without feedback.
@en
P1433
P1476
Why do children learn to say "Broke"? A model of learning the past tense without feedback
@en
P2093
John R Anderson
P304
P356
10.1016/S0010-0277(02)00176-2
P577
2002-12-01T00:00:00Z