Publications

by date | by topic

Sims, C. & Colunga, E. (2013). Parent-Child Screen Media Co-Viewing: Influences on Toddler's Word Learning and Retention. Proceedings of the Annual Conference of the Cognitive Science Society, 35. pp. 1324-1329.

Tolins, J. & Colunga, E. (2013) Exploring the Role of Verbal Category Labels in Flexible Cognition. Proceedings of the Annual Conference of the Cognitive Science Society, 35. pp. 1468-1473.

Sims, C., Schilling, S, & Colunga, E. (2013) Exploring the Developmental Feedback Loop: Word Learning in Neural Networks and Toddlers. Proceedings of the Annual Conference of the Cognitive Science Society, 35. pp. 3408-3413.

Beckage, N., & Colunga, E. (2013) Using the words toddlers know now to predict the words they will learn next. Proceedings of the Annual Conference of the Cognitive Science Society, 35. pp. 163-168.

Sims, C., Schilling, S., & Colunga, E. (2012). Interactions in the Development of Skilled Word Learning in Neural Networks and Toddlers. IEEE Proceedings of the International Conference on Development and Learning-EpiRob. (selected as Paper of Excellence)

Brojde, C., Ahmed, S., & Colunga, E. (2012). Bilingual and monolingual children attend to different cues when learning new words. Frontiers in Psychology. 3:155.

Schilling, S., Sims, C., & Colunga, E. (2012). Taking Development Seriously: Modeling the Interactions in the Emergence of Different Word Learning Biases. Proceedings of the Annual Conference of the Cognitive Science Society, 34. pp. 2294-2299.

Colunga, E. & Sims, C. (2012). Early-Talker and Late-Talker Toddlers and Networks Show Different Word Learning Biases. Proceedings of the Annual Conference of the Cognitive Science Society, 34. pp. 246-251.

Smith, L. B., & Colunga, E. (2012). Developing categories and concepts. In Spivey, M., Joanisse, M. & McRae, K. (Eds.) The Cambridge Handbook of Psycholinguistics. Cambridge University Press.

Brojde, C., Porter, C. & Colunga, E. (2011). Words can slow down category learning. Psychological Bulletin & Review 18(4): 798-804.

Colunga, E. & Sims, C. (2011). Early Talkers and Late Talkers Know Nouns that License Different Word Learning Biases. To appear in Proceedings of the Annual Conference of the Cognitive Science Society, 32. pp. 2250-2255.

Sims, C. & Colunga, E. (2011). Perceptual and Conceptual Cues in Classification and Inference Tasks. To appear in Proceedings of the Annual Conference of the Cognitive Science Society, 32. pp. 637-642.

Brojde, C. & Colunga, E. (2011). Bilingual and monolingual children attend to object properties differently in a word learning task. To appear in Proceedings of the 35th Annual Boston University Conference on Language Development. pp. 1356-1361.

Smith, L. B., Colunga, E., & Yoshida, H. (2010). Knowledge as process: Cued attention and children's novel noun generalizations. Cognitive Science. 34: 1287-1314.

Brojde, C., & Colunga, E. (2010). Comparing apples to fruit: Parents' use of labels is related to first- and second-label learning. Proceedings of the Annual Conference of the Cognitive Science Society, 31. pp. 1356-1361.

Sims, C., & Colunga, E. (2010). When comparison helps: the role of language, prior knowledge and similarity in categorizing novel objects. Proceedings of the Annual Conference of the Cognitive Science Society, 31. pp. 399-404.

Colunga, E. Smith, L. B., & Gasser, M. (2009). Correlation and prediction in children's word learning: Cross-linguistic evidence and simulations. Language and Cognition. 1(2): 197-217.

Kharitonova, M., Chien, S., Colunga, E., & Munakata, Y. (2009). More than a matter of getting unstuck: Flexible thinkers use more abstract representations than perseverators. Developmental Science. 12(4): 662-669.

Colunga, E., Smith, L.B. (2008). Knowledge embedded in process: The self-organization of skilled noun learning. Developmental Science. 11(2): 195-203.

Colunga, E., Smith, L.B. (2008). Flexibility and variability: Essential to human cognition and the study of human cognition. New Ideas in Psychology. 26: 174-192.

Brojde, C. & Colunga, E. (2006). Out of the Mouths of Babes. Proceedings of the Annual Conference of the Cognitive Science Society, 27. pp. 223-229.

Sumiya, H. & Colunga, E. (2006) The effect of familiarity and semantics on early acquisition of Japanese numerical classifiers. Proceedings of the 30th Annual Boston University Conference on Language Development. pp. 607-618.

Colunga, E. (2006) The effect of priming on preschooler's extensions of novel words: how far can "dumb" processes go? Proceedings of the 30th Annual Boston University Conference on Language Development. pp. 96-106.

Colunga, E. & Smith, L.B. (2005) From the lexicon to expectations about kinds: A role for associative learning. Psychological Review, 112 (2) pp. 347-382.

Colunga, E. (2004). Dumb Mechanisms make Smart Concepts. Proceedings of the Annual Conference of the Cognitive Science Society, 26. pp. 239-244.

Colunga, E. & Smith, L.B. (2003) The emergence of abstract ideas: Evidence from networks and babies. Philosophical Transactions by the Royal Society B. Theme Issue: The abstraction paths: from experience to concept. L. Saitta (Ed) 358 (1435) pp. 1205-1214

Smith, L.B., Jones, S. S., Yoshida, H., & Colunga, E. (2003) Whose DAM account? Attentional Learning explains Booth and Waxman. Cognition 87(3) pp. 209-213

Calvo, F. & Colunga, E. (2003). The Statistical Brain: Reply to Marcus' The Algebraic Mind. Proceedings of the Annual Conference of the Cognitive Science Society, 25.pp. 210-215.

Gasser, M. & Colunga, E. (2003) Pattern Learning in Infants and Neural Networks. In Quinlan, P (Ed.) Connectionist Models of Develpment. Psychology Press.

Smith, L. B., Colunga, E. & Yoshida, H. (2003) Making an ontology: Cross-linguistic evidence. In Rakison, D. and Oakes, L. (Eds.) Early Category and concept development: Making sense of the blooming buzzing confusion. (pp. 275-302). London, Oxford University Press. xxi, 442 pp.

Colunga, E. & Smith, L.B. (2002). What makes a word? Proceedings of the Annual Conference of the Cognitive Science Society, 24. pp. 214-219.

Colunga, E., Gasser, M. & Smith, L.B. (2002) Attention to different cues in noun learning: The effect of English vs. Spanish count/mass syntax. Proceedings of the 26th Annual Boston University Conference on Language Development. pp. 107-117

Gasser, M., & Colunga, E., & Smith, L. B. (2001). Developing relations. In Emile van der Zee & Urpo Nikanne (Eds.), Cognitive interfaces: Constraints on linking cognitive information, (pp. 185-214). Oxford: Oxford University Press.

Colunga, E. & Smith, L.B. (2001) How words get to be names. Proceedings of the 25th Annual Boston University Conference on Language Development. pp. 180-189.

Gasser, M. & Colunga, E. (2001). Learning relational correlations. International Conference on Cognitive Modeling, 4, pp. 91-96.

Colunga, E., Smith, L.B. (2000). Committing to an ontology: A connectionist account. Proceedings of the Annual Conference of the Cognitive Science Society, 22, pp. 89-94.

Gasser, M. & Colunga, E. (2000). Babies, Variables and relational correlations.In Proceedings of the Annual Conference of the Cognitive Science Society, 22. pp. 182-187.

Colunga, E., Smith, L.B. (2000). Learning to learn words: A cross-linguistic study of the shape and material biases. Proceedings of the 24th Annual Boston University Conference on Language Development. pp. 197-207.

Gasser, M. & Colunga, E. (1999). How babies learn to find words. Proceedings of the International Conference on Cognitive Science, 2, pp. 277-281.

Colunga, E. & Gasser, M. (1998). Linguistic relativity and word acquisition: a computational approach. Proceedings of the Annual Conference of the Cognitive Science Society, 20, pp. 244-249.



by topic | by date

word learning biases
Brojde, C., Porter, C. & Colunga, E. (in press). Words can slow down category learning. Psychological Bulletin & Review.

Colunga, E. & Sims, C. (in press). Early Talkers and Late Talkers Know Nouns that License Different Word Learning Biases. To appear in Proceedings of the Annual Conference of the Cognitive Science Society, 32.

Smith, L. B., Colunga, E., & Yoshida, H. (2010). Knowledge as process: Cued attention and children's novel noun generalizations. Cognitive Science. 34: 1287-1314.

Brojde, C., & Colunga, E. (2010). Comparing apples to fruit: Parents' use of labels is related to first- and second-label learning. Proceedings of the Annual Conference of the Cognitive Science Society, 31. pp. 1356-1361.

Colunga, E. & Smith, L.B. (2008) Knowledge embedded in process: The self-organization of skilled noun learning. Developmental Science

Brojde, C. & Colunga, E. (2006). Out of the Mouths of Babes. Proceedings of the Annual Conference of the Cognitive Science Society, 27. pp. 223-229.

Colunga, E. (2006) The effect of priming on preschooler's extensions of novel words: how far can "dumb" processes go? Proceedings of the 30th Annual Boston University Conference on Language Development. pp. 96-106.

Colunga, E. & Smith, L.B. (2005) From the lexicon to expectations about kinds: A role for associative learning. Psychological Review, 112 (2) pp. 347-382.

Colunga, E. (2004). Dumb Mechanisms make Smart Concepts. Proceedings of the Annual Conference of the Cognitive Science Society, 26. pp. 239-244.

Colunga, E. & Smith, L.B. (2003) The emergence of abstract ideas: Evidence from networks and babies. Philosophical Transactions by the Royal Society B. Theme Issue: The abstraction paths: from experience to concept. L. Saitta (Ed) 358 (1435) pp. 1205-1214

Smith, L.B., Jones, S. S., Yoshida, H., & Colunga, E. (2003) Whose DAM account? Attentional Learning explains Booth and Waxman. Cognition 87(3) pp. 209-213

Smith, L. B., Colunga, E. & Yoshida, H. (2003) Making an ontology: Cross-linguistic evidence. In Rakison, D. and Oakes, L. (Eds.) Early Category and concept development: Making sense of the blooming buzzing confusion. (pp. 275-302). London, Oxford University Press. xxi, 442 pp.

Colunga, E., Gasser, M. & Smith, L.B. (2002) Attention to different cues in noun learning: The effect of English vs. Spanish count/mass syntax. Proceedings of the 26th Annual Boston University Conference on Language Development. pp. 107-117

Colunga, E. & Smith, L.B. (2002). What makes a word? Proceedings of the Annual Conference of the Cognitive Science Society, 24. pp. 214-219.

Colunga, E. & Smith, L.B. (2001) How words get to be names. Proceedings of the 25th Annual Boston University Conference on Language Development. pp. 180-189.


modeling
Colunga, E. & Sims, C. (in press). Early Talkers and Late Talkers Know Nouns that License Different Word Learning Biases. To appear in Proceedings of the Annual Conference of the Cognitive Science Society, 32.

Colunga, E. Smith, L. B., & Gasser, M. (2009). Correlation and prediction in children's word learning: Cross-linguistic evidence and simulations. Language and Cognition. 1(2): 197-217.

Colunga, E. & Smith, L.B. (2008) Flexibility and variability: Essential to human cognition and the study of human cognition. New Ideas in Psychology.

Colunga, E. & Smith, L.B. (2005) From the lexicon to expectations about kinds: A role for associative learning. Psychological Review, 112 (2) pp. 347-382.

Calvo, F. & Colunga, E. (2003). The Statistical Brain: Reply to Marcus' The Algebraic Mind. Proceedings of the Annual Conference of the Cognitive Science Society, 25.pp. 210-215.

Gasser, M. & Colunga, E. (2003) Pattern Learning in Infants and Neural Networks. In Quinlan, P (Ed.) Connectionist Models of Develpment. Psychology Press.

Colunga, E., Gasser, M. & Smith, L.B. (2002) Attention to different cues in noun learning: The effect of English vs. Spanish count/mass syntax. Proceedings of the 26th Annual Boston University Conference on Language Development. pp. 107-117

Gasser, M., & Colunga, E., & Smith, L. B. (2001). Developing relations. In Emile van der Zee & Urpo Nikanne (Eds.), Cognitive interfaces: Constraints on linking cognitive information, (pp. 185-214). Oxford: Oxford University Press.

Gasser, M. & Colunga, E. (2001). Learning relational correlations. International Conference on Cognitive Modeling, 4, pp. 91-96.

Colunga, E., Smith, L.B. (2000). Committing to an ontology: A connectionist account. Proceedings of the Annual Conference of the Cognitive Science Society, 22, pp. 89-94.

Gasser, M. & Colunga, E. (2000). Babies, Variables and relational correlations.In Proceedings of the Annual Conference of the Cognitive Science Society, 22. pp. 182-187.

Colunga, E., Smith, L.B. (2000). Learning to learn words: A cross-linguistic study of the shape and material biases. Proceedings of the 24th Annual Boston University Conference on Language Development. pp. 197-207.

Gasser, M. & Colunga, E. (1999). How babies learn to find words. Proceedings of the International Conference on Cognitive Science, 2, pp. 277-281.

Colunga, E. & Gasser, M. (1998). Linguistic relativity and word acquisition: a computational approach. Proceedings of the Annual Conference of the Cognitive Science Society, 20, pp. 244-249.


crosslinguistic
Colunga, E. Smith, L. B., & Gasser, M. (2009). Correlation and prediction in children's word learning: Cross-linguistic evidence and simulations. Language and Cognition. 1(2): 197-217.

Sumiya, H. & Colunga, E. (2006) The effect of familiarity and semantics on early acquisition of Japanese numerical classifiers. Proceedings of the 30th Annual Boston University Conference on Language Development. pp. 607-618.

Colunga, E. & Smith, L.B. (2005) From the lexicon to expectations about kinds: A role for associative learning. Psychological Review, 112 (2) pp. 347-382.

Smith, L. B., Colunga, E. & Yoshida, H. (2003) Making an ontology: Cross-linguistic evidence. In Rakison, D. and Oakes, L. (Eds.) Early Category and concept development: Making sense of the blooming buzzing confusion. (pp. 275-302). London, Oxford University Press. xxi, 442 pp.

Colunga, E., Gasser, M. & Smith, L.B. (2002) Attention to different cues in noun learning: The effect of English vs. Spanish count/mass syntax. Proceedings of the 26th Annual Boston University Conference on Language Development. pp. 107-117

Colunga, E., Smith, L.B. (2000). Learning to learn words: A cross-linguistic study of the shape and material biases. Proceedings of the 24th Annual Boston University Conference on Language Development. pp. 197-207.

Colunga, E. & Gasser, M. (1998). Linguistic relativity and word acquisition: a computational approach. Proceedings of the Annual Conference of the Cognitive Science Society, 20, pp. 244-249.


relational stuff
Sims, C., & Colunga, E. (2010). When comparison helps: the role of language, prior knowledge and similarity in categorizing novel objects. Proceedings of the Annual Conference of the Cognitive Science Society, 31. pp. 399-404.

Calvo, F. & Colunga, E. (2003). The Statistical Brain: Reply to Marcus' The Algebraic Mind. Proceedings of the Annual Conference of the Cognitive Science Society, 25.pp. 210-215.

Gasser, M. & Colunga, E. (2003) Pattern Learning in Infants and Neural Networks. In Quinlan, P (Ed.) Connectionist Models of Develpment. Psychology Press.

Gasser, M., & Colunga, E., & Smith, L. B. (2001). Developing relations. In Emile van der Zee & Urpo Nikanne (Eds.), Cognitive interfaces: Constraints on linking cognitive information, (pp. 185-214). Oxford: Oxford University Press.

Gasser, M. & Colunga, E. (2001). Learning relational correlations. International Conference on Cognitive Modeling, 4, pp. 91-96.

Gasser, M. & Colunga, E. (2000). Babies, Variables and relational correlations.In Proceedings of the Annual Conference of the Cognitive Science Society, 22. pp. 182-187.

Gasser, M. & Colunga, E. (1999). How babies learn to find words. Proceedings of the International Conference on Cognitive Science, 2, pp. 277-281.

Colunga, E. & Gasser, M. (1998). Linguistic relativity and word acquisition: a computational approach. Proceedings of the Annual Conference of the Cognitive Science Society, 20, pp. 244-249.