Suggested presentation papers on (phonological) concept learning
Cristîa, A. and A. Seidl (2008). Is infants’ learning of sound patterns constrained by phonological features? Language Learning and Development 4(3), 203–227.
Cristia, A., Mielke, J., Daland, R., & Peperkamp, S. (accepted). Constrained generalization of implicitly learned sound patterns. Journal of Laboratory Phonology.
Goodman, N., J. B. Tenenbaum, J. Feldman, and T. L. Griffiths (2008). A rational analysis of rule-based concept learning. Cognitive Science 32(1), 108–154.
Griffiths, T. L., M. L. Kalish, and S. Lewandowsky (2008). Theoretical and empirical evidence for the impact of inductive biases on cultural evolution. Philosophical Transactions of the Royal Society B (Biological Sciences) 363(1509), 3503–3514.
Kapatsinski, V. (2011). Modularity in the channel: the link between separability of features and learnability of dependencies between them. Proceedings of the XVIIth International Congress of Phonetic Sciences.
Minda, J. P., A. S. Desroches, and B. A. Church (2008). Learning rule-described and non-rule-described categories: A comparison of children and adults. Journal of Experimental Psychology: Learning, Memory, and Cognition 34(6), 1518–1533.
Nosofsky, R. M. and T. J. Palmeri (1996). Learning to classify integral-dimension stimuli. Psychonomic Bulletin and Review 3(2), 222–226.
Pycha, A., P. Nowak, E. Shin, and R. Shosted (2003). Phonological rule-learing and its implications for a theory of vowel harmony. In M. Tsujimura and G. Garding (Eds.), Proceedings of the 22nd West Coast Conference on Formal Linguistics (WCCFL 22), pp. 101–114.
Saffran, J. R. and E. D. Thiessen (2003). Pattern induction by infant language learners. Developmental Psychology 39(3), 484–494.
Phonotactics and word segmentation
Mattys, S., & Jusczyk, P. (2001). Phonotactic cues for segmentation of fluent speech by infants.Cognition, 78, 91–121.
Mattys, S., Jusczyk, P., Luce, P., & Morgan, J. (1999). Phonotactic and prosodic effects on word segmentation in infants. Cognitive Psychology, 38, 465–494.
Thiessen, E., & Saffran, J. (2003). When cues collide: Use of stress and statistical cues to word boundaries by 7-to 9-month-old infants. Developmental Psychology, 39, 706–716.
Thiessen, E., & Saffran, J. (2007). Learning to learn: Infants’ acquisition of stress-based strategies for word segmentation. Language Learning and Development, 3, 73–100.
Recent critical paper on statistical learning of word segmentation (see also more positive recent overview on statistical learning):
Johnson, E.K. & Tyler, M. (2010). Testing the limits of statistical learning for word segmentation. Developmental Science, 13, 339-345. [PDF]
Overviews (first also good for infant speech perception in general):
Saffran, J., Werker, J. and Werner, L.A. 2006. The infant’s auditory world: Hearing, speech and the beginnings of language. In D. Kuhn & R.S. Siegler (ed.) Handbook of Child Psychology, Vol. 2, Cognition, Perception and Language (6th edition) New York: Wiley (pp. 58-108).
Johnson, E.K. & Van Heugten, M. (2012). Infant artificial language learning. In N.M. Seel (Ed.), Encyclopedia of the Sciences of Learning. Heidelberg: Springer-Verlag, 1540-1542. [PDF]