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Hirotani et al (2013). Joint attention helps infants learn new words: event related potential evidence. Neuroreport 20(6): 600-605.  Summary by Charisse Pickron

Lewandowsky, S. (2011). Working memory capacity and categorization: individual differences and modeling. Journal of Experimental Psychology: Learning, Memory, and Cognition, 37(3), 720. Summary by Tina Chen.

Wang, Y. and Kuhl, P.K. (2003). Evaluating the “Critical Period” hypothesis: Perceptual learning of Mandarin tones in American adults and American children at 6, 10, and 14 years of age. Proceedings of the 15 th International Congress of Phonetic Sciences, 1537-1540. Summary by Charisse Pickron

Kurtz, K.J. (2004). The Divergent Autoencoder (DIVA) account of human category learning. Proceedings of the Cognitive Science Society, 2004. Summary by James Olchowski

Berent, I., Steriade, D., Lennertz, T., & Vaknin, V. (2007). What we know about what we have never heard: Evidence from perceptual illusions. Cognition, 104(3), 591-630. Summary by Ben Zobel.

Davidson, L. (2006). Phonology, phonetics, or frequency: Influences on the production of non-native sequences. Journal of Phonetics, 34(1), 104-137. Summary by Ben Zobel.

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Norris, D., McQueen, J. M., & Cutler, A. (2003). Perceptual learning in speech. Cognitive Psychology, 47(2), 204-238. Summary by Monica Bennett.

Ullman, M.T. (2012). The declarative/procedural model. In P. Robinson (Ed.), Routledge Encyclopedia of Second Language Acquisition. Routledge. 160-164. Summary by Monica Bennett.

Minda, J.P., Desroches, A.S., & Church, B.A. (2008). Learning rule-described and non-rule-described categories: A comparison of children and adults. Journal of Experimental Psychology: Learning, Memory, and Cognition, 34(2), 1518-1533. Summary by Lisa Fiorenzo.

Thiessen, E.D., & Saffran, J.R. (2003). When cues collide: Use of stress and statistical cues to word boundaries by 7- to 9-month-old infants. Developmental Psychology, 39(2), 706-716. Summary by Lisa Fiorenzo.