Select Research Publications
Introduction
The Cognition, Language & Learning Lab at Stanford University is directed by Professor Michael Ramscar.
Research Appendix
- Analogy; Experiential vs. Abstract Domains (3,4,17-19)
- Computational Modeling (2-4,6-9)
- Discrimination / Error-driven Learning (2,3,10,13)
- Facial Distinctiveness (24-26)
- Feature-Label-Order Effects (2,3,15,21,22)
- Grammatical Gender (22)
- Language Acquisition (2,9-16,27)
- Philosophy of Language (1,2,5)
- Prediction (2,4,5,23)
- Prefrontal Development; Cognitive Control (11,14-16)
1 Ramscar, M. (under review) Wittgenstein and the psychological utility of concepts.
2 Ramscar, M., Yarlett, D., Dye, M., Denny, K. & Thorpe, K. (under review) Feature-Label-Order Effects and their implications for symbolic learning.
3 Ramscar, M., & Dye, M. (2009) No representation without taxation: The costs and benefits of learning to conceptualize the environment. 2nd International Analogy Conference, Sophia, Bulgaria.
4 Ramscar, M., Matlock, T., & Dye, M. (in press) Running down the clock: the role of expectation in our understanding of time and motion. Language and Cognitive Processes.
5 Ramscar, M., Dye, M., & Yarlett, D. (under review) Language as prediction.
6 MacDonald, S and Ramscar, M (2001). Testing the Distributional Hypothesis: The Influence of Context on Judgments of Semantic Similarity. Proceedings of the 23rd Annual Conference of the Cognitive Science Society, University of Edinburgh.
7 Yarlett, D., Ramscar, M & Dye, M. (under review) Language learning through similarity-based generalization.
8 Ramscar, M.J.A. and Yarlett, D.G. (2003) Grounding Semantics in Analogical Processing: An Environmental Approach. Cognitive Science, 27, 41-71.
9 Ramscar, M.J.A. (2002) The role of meaning in inflection: Why the past tense doesn't require a rule. Cognitive Psychology, 45(2), 45-94.
10 Ramscar, M.J.A. & Yarlett, D. (2007) Linguistic self-correction in the absence of feedback: A new approach to the logical problem of language acquisition Cognitive Science, 31, 927-960.
11 Ramscar, M.J.A. & Gitcho, N. (2007). Developmental change and the nature of learning in childhood. Trends In Cognitive Science, 11(7), 274-279.
12 Ramscar, M., & Dye, M. (under review) Learning Language from the Input: Why innate constraints aren't needed in compounding.
13 Ramscar, M. & Dye, M. (under review) Expectation and error distribution in language learning: the curious absence of "mouses" in adult speech.
14 Thompson-Schill, S., Ramscar, M., & Chrysikou, M. (2009) Cognition without control: When a little frontal lobe goes a long way. Current Directions in Psychological Science. 8(5).
15 Ramscar, M., Dye, M., Witten, J., & Klein, J. (under review) Two routes to cognitive flexibility: Learning and response conflict resolution in the dimensional change card sort task.
16 Ramscar, M., Holmes, K., Dye, M., Kirkham, N., & Gitcho, N. (under review) The roles of cognitive control and language in the development of false belief understanding.
17 Alloway, T.P., Corley, M., & Ramscar, M.J.A. (2006). Seeing ahead: Experience and language in spatial perspective. Memory and Cognition, 34, 380-386.
18 Matlock, T, Ramscar, M.J.A., & Boroditsky, L. (2005). The experiential link between spatial and temporal language. Cognitive Science, 29, 655-664.
19 Boroditsky, L. & Ramscar, M.J.A. (2002) The roles of body and mind in abstract thought. Psychological Science, 13(2), 185-188.
20 Ramscar, M., Boroditsky, L., & Matlock, T. (in press). Time, motion and meaning: the experiential basis of abstract thought. In Language is spatial, not special: Using space for language and memory. L. Smith, K. Mix, & M. Gasser (Eds.), Spatial Foundations of Cognition and Language. Oxford University Press.
21 St. Clair, M., Monahan, P., & Ramscar, M. (2009) Relationships between Language Structure and Language Learning: The Suffixing Preference and Grammatical Categorization. Cognitive Science. 33(7): 1317-1329.
22 Arnon, I., & Ramscar, M. (2009) Granularity and the acquisition of grammatical gender: How order of acquisition affects what gets learned. Proceedings of the 31st Meeting of the Cognitive Science Society, Amsterdam, Netherlands.
23 Bannard, C. & Ramscar, M. (2007). Reading time evidence for storage of frequent multiwordsequences. Proceedings of Architectures and Mechanisms for Language Processing 2007, Turku, Finland.
24 Davidenko, N., & Ramscar, M. (2003) Age and gender: similarly cued from silhouetted face profiles. Proceedings of the 25th Annual Conference of the Cognitive Science Society. Boston, MA.
25 Davidenko, N., Remus, D., Ramscar, M., & Grill-Spector, K. (2008). Stronger face-selective responses to typical versus distinctive faces when stimulus variability is controlled. Journal of Vision, 8(6), 531.
26 Davidenko, N., & Ramscar, M. (2005). The distinctiveness effect reconsidered: Poorer recognition of distinctive face silhouettes. Journal of Vision, 5(8), 981.
27 Ramscar, M. (2003) The past-tense debate: exocentric form versus the evidence. Trends in Cognitive Science, 7(3), 107-8.