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Perceptual filling-in and the resonant binding of distributed cortical representations.
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- Behavioral & Brain Sciences, 2001, v. 24, n. 6, p. 1136, doi. 10.1017/S0140525X01220147
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- Article
Functional identification of constraints on feature creation.
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- Behavioral & Brain Sciences, 2001, v. 24, n. 6, p. 1147, doi. 10.1017/S0140525X01290141
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Feature development, object concepts, and the scope slip.
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- Behavioral & Brain Sciences, 2001, v. 24, n. 6, p. 1146, doi. 10.1017/S0140525X01280145
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Theory of mind and other domain-specific hypothesis.
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- Behavioral & Brain Sciences, 2001, v. 24, n. 6, p. 1143, doi. 10.1017/S0140525X01270149
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Theory of mind and the 'somatic marker mechanism' (SMM).
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- Behavioral & Brain Sciences, 2001, v. 24, n. 6, p. 1141, doi. 10.1017/S0140525X01250146
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More theory and evolution, please!
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- Behavioral & Brain Sciences, 2001, v. 24, n. 6, p. 1140, doi. 10.1017/S0140525X0124014X
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Filling-in: One or many?
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- Behavioral & Brain Sciences, 2001, v. 24, n. 6, p. 1137, doi. 10.1017/S0140525X01230143
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Visuo-cognitive disambiguation of occluded shapes.
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- Behavioral & Brain Sciences, 2001, v. 24, n. 6, p. 1135, doi. 10.1017/S0140525X01210140
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How to solve the distinguishability problem: Triangulation without explicit training.
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- Behavioral & Brain Sciences, 2001, v. 24, n. 6, p. 1142, doi. 10.1017/S0140525X01260142
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- Article
Controversies in the study of word learning.
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- Behavioral & Brain Sciences, 2001, v. 24, n. 6, p. 1124, doi. 10.1017/S0140525X01440131
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The name game updated.
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- Behavioral & Brain Sciences, 2001, v. 24, n. 6, p. 1114, doi. 10.1017/S0140525X01330133
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Relational statistical interference: A critical component for word learning.
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- Behavioral & Brain Sciences, 2001, v. 24, n. 6, p. 1123, doi. 10.1017/S0140525X01430135
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- Article
Word extension: A key to early word learning and domain-specificity.
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- Behavioral & Brain Sciences, 2001, v. 24, n. 6, p. 1121, doi. 10.1017/S0140525X01410132
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Words, grammar, and number concepts: Evidence from development and aphasia.
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- Behavioral & Brain Sciences, 2001, v. 24, n. 6, p. 1120, doi. 10.1017/S0140525X01400136
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- Article
Could we please lose the mapping metaphor, please?
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- Behavioral & Brain Sciences, 2001, v. 24, n. 6, p. 1119, doi. 10.1017/S0140525X01390131
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- Article
Children request teaching when asking for names of objects.
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- Behavioral & Brain Sciences, 2001, v. 24, n. 6, p. 1118, doi. 10.1017/S0140525X01380135
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- Article
A multiplicity of constraints: How children learn word meaning.
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- Behavioral & Brain Sciences, 2001, v. 24, n. 6, p. 1122, doi. 10.1017/S0140525X01420139
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Fast-mapping children vs. slow-mapping adults: Assumptions about words and concepts in two literatures.
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- Behavioral & Brain Sciences, 2001, v. 24, n. 6, p. 1112, doi. 10.1017/S0140525X01310130
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Empiricist word learning.
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- Behavioral & Brain Sciences, 2001, v. 24, n. 6, p. 1117, doi. 10.1017/S0140525X01360132
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An ideational account of early word learning: A plausibility assessment.
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- Behavioral & Brain Sciences, 2001, v. 24, n. 6, p. 1114, doi. 10.1017/S0140525X01450138
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The other way to learn the meaning of a word.
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- Behavioral & Brain Sciences, 2001, v. 24, n. 6, p. 1117, doi. 10.1017/S0140525X01370139
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- Article
Social attention need to equal social intention: From attention to attention in early word learning.
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- Behavioral & Brain Sciences, 2001, v. 24, n. 6, p. 1108, doi. 10.1017/S0140525X01270137
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- Article
How fast does a child learn a word?
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- Behavioral & Brain Sciences, 2001, v. 24, n. 6, p. 1111, doi. 10.1017/S0140525X01300134
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Some cognitive tools for word learning: The role of working memory and goal preference.
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- Behavioral & Brain Sciences, 2001, v. 24, n. 6, p. 1115
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Good intentions and bad words.
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- Behavioral & Brain Sciences, 2001, v. 24, n. 6, p. 1110, doi. 10.1017/S0140525X0129013X
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Vocabulary and general intelligence.
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- Behavioral & Brain Sciences, 2001, v. 24, n. 6, p. 1109, doi. 10.1017/S0140525X01280133
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Why theories of word learning don't always work as theories of verb learning.
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- Behavioral & Brain Sciences, 2001, v. 24, n. 6, p. 1113, doi. 10.1017/S0140525X01320137
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Innateness, abstract names, and syntactic cues in How Children Learn the Meanings of Words.
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- Behavioral & Brain Sciences, 2001, v. 24, n. 6, p. 1107, doi. 10.1017/S0140525X01260130
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- Article
Don't preverbal infants map words onto referents?
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- Behavioral & Brain Sciences, 2001, v. 24, n. 6, p. 1106, doi. 10.1017/S0140525X01250134
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Soul searching and heart throbbing for biological modeling.
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- Behavioral & Brain Sciences, 2001, v. 24, n. 6, p. 1080, doi. 10.1017/S0140525X01540121
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Concept modeling, essential properties, and similarity spaces.
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- Behavioral & Brain Sciences, 2001, v. 24, n. 6, p. 1105
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- Article
Pr é cis of How Children Learn the Meanings of Words.
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- Behavioral & Brain Sciences, 2001, v. 24, n. 6, p. 1095, doi. 10.1017/S0140525X01000139
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The methodology of the artificial.
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- Behavioral & Brain Sciences, 2001, v. 24, n. 6, p. 1077, doi. 10.1017/S0140525X01520129
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- Article
Robots can be (good) models.
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- Behavioral & Brain Sciences, 2001, v. 24, n. 6, p. 1081, doi. 10.1017/S0140525X01550128
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Word meaning, cognitive development, and social interaction.
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- Behavioral & Brain Sciences, 2001, v. 24, n. 6, p. 1106, doi. 10.1017/S0140525X01240138
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- Article
Robotic modeling of mobile ball-catching as a tool for understanding biological interceptive behavior.
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- Behavioral & Brain Sciences, 2001, v. 24, n. 6, p. 1078, doi. 10.1017/S0140525X01530125
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- Article
Okay for content words, but what about functional items?
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- Behavioral & Brain Sciences, 2001, v. 24, n. 6, p. 1104, doi. 10.1017/S0140525X01220135
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The conundrum of correlation and causation.
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- Behavioral & Brain Sciences, 2001, v. 24, n. 6, p. 1073, doi. 10.1017/S0140525X01460122
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Is there more to 'model' than 'muddle'?
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- Behavioral & Brain Sciences, 2001, v. 24, n. 6, p. 1076, doi. 10.1017/S0140525X01500126
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Dimensions of modelling: Generality and integrativeness.
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- Behavioral & Brain Sciences, 2001, v. 24, n. 6, p. 1075, doi. 10.1017/S0140525X01490121
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Modelling criteria: Not just for robots.
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- Behavioral & Brain Sciences, 2001, v. 24, n. 6, p. 1074, doi. 10.1017/S0140525X01480125
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Living and learning.
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- Behavioral & Brain Sciences, 2001, v. 24, n. 6, p. 1074, doi. 10.1017/S0140525X01470129
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- Article
Biomimetic robots and biology.
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- Behavioral & Brain Sciences, 2001, v. 24, n. 6, p. 1077, doi. 10.1017/S0140525X01510122
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Research, robots, and reality: A statement on current trends in biorobotics.
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- Behavioral & Brain Sciences, 2001, v. 24, n. 6, p. 1072, doi. 10.1017/S0140525X01450126
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How building physical models can reduce and guide the abstraction of nature.
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- Behavioral & Brain Sciences, 2001, v. 24, n. 6, p. 1066, doi. 10.1017/S0140525X0139012X
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Differentiating robotic behavior and artificial intelligence from animal behavior and biological intelligence: Testing structural accuracy.
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- Behavioral & Brain Sciences, 2001, v. 24, n. 6, p. 1070, doi. 10.1017/S0140525X01430123
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- Article
Robots aren't the only physical models.
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- Behavioral & Brain Sciences, 2001, v. 24, n. 6, p. 1069, doi. 10.1017/S0140525X01420127
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Embodiment and complex systems.
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- Behavioral & Brain Sciences, 2001, v. 24, n. 6, p. 1068, doi. 10.1017/S0140525X01410120
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When robots fail: The complex processes of learning and development.
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- Behavioral & Brain Sciences, 2001, v. 24, n. 6, p. 1067, doi. 10.1017/S0140525X01400124
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Artificial systems as models in biological cybernetics.
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- Behavioral & Brain Sciences, 2001, v. 24, n. 6, p. 1071, doi. 10.1017/S0140525X0144012X
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- Article