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490
Numerical Recipes in C: The Art of Scientific Computing. Second Edition
, 1992
"... This reprinting is corrected to software version 2.10 ..."
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Cited by 177 (0 self)
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This reprinting is corrected to software version 2.10
Controlling Activity Fluctuations in Large, Sparsely Connected Random Networks
- Network
, 2000
"... . Controlling activity in recurrent neural network models of brain regions is essential both to enable effective learning and to reproduce the low activities that exist in some cortical regions such as hippocampal region CA3. Previous studies of sparse, random, recurrent networks constructed with Mc ..."
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Cited by 5 (3 self)
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with McCulloch--Pitts neurons used probabilistic arguments to set the parameters that control activity. Here, we extend this work by adding an additional, biologically appropriate, parameter to control the magnitude and stability of activity oscillations. The new constant can be considered to be the rest
Perceptual learning in speech
- COGNITIVE PSYCHOLOGY
, 2002
"... This study demonstrates that listeners use lexical knowledge in perceptual learning of speech sounds. Dutch listeners first made lexical decisions on Dutch words and nonwords. The final fricative of 20 critical words had been replaced by an ambiguous sound, between [f] and [s]. One group of listener ..."
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Cited by 129 (20 self)
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This study demonstrates that listeners use lexical knowledge in perceptual learning of speech sounds. Dutch listeners first made lexical decisions on Dutch words and nonwords. The final fricative of 20 critical words had been replaced by an ambiguous sound, between [f] and [s]. One group of listeners heard ambiguous [f]-final words (e.g., [WI WItlo?], from witlof, chicory) and unambiguous [s]-final words (e.g., naaldbos, pine forest). Another group heard the reverse (e.g., ambiguous [na:ldbo?], unambiguous witlof). Listeners who had heard [?] in [f]-final words were subsequently more likely to categorize ambiguous sounds on an [f]–[s] continuum as [f] than those who heard [?] in [s]-final words. Control conditions ruled out alternative explanations based on selective adaptation and contrast. Lexical information can thus be used to train categorization of speech. This use of lexical information differs from the on-line lexical feedback embodied in interactive models of speech perception. In contrast to online feedback, lexical feedback for learning is of benefit to spoken word recognition (e.g., in
Shortlist B: A Bayesian model of continuous speech recognition
- Psychological Review
, 2008
"... A Bayesian model of continuous speech recognition is presented. It is based on Shortlist (D. Norris, 1994; ..."
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Cited by 80 (5 self)
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A Bayesian model of continuous speech recognition is presented. It is based on Shortlist (D. Norris, 1994;
and Brain Sciences Unit
"... In 5 experiments, listeners heard words and nonwords, some cross-spliced so that they contained acoustic-phonetic mismatches. Performance was worse on mismatching than on matching items. Words cross-spliced with words and words cross-spliced with nonwords produced parallel results. However, in lexic ..."
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In 5 experiments, listeners heard words and nonwords, some cross-spliced so that they contained acoustic-phonetic mismatches. Performance was worse on mismatching than on matching items. Words cross-spliced with words and words cross-spliced with nonwords produced parallel results. However, in lexical decision and 1 of 3 phonetic decision experiments, performance on nonwords cross-spliced with words was poorer than on nonwords cross-spliced with nonwords. A gating study confirmed that there were misleading coarticulatory cues in the cross-spliced items; a sixth experiment showed that the earlier results were not due to interitem differences in the strength of these cues. Three models of phonetic decision making (the Race model, the TRACE model, and a postlexical model) did not explain the data. A new bottom-up model is outlined that accounts for the findings in terms of lexical involvement at a dedicated decision-making stage. How do listeners use lexical knowledge when they make phonetic decisions about spoken language, such as when they categorize phonemes or detect phonetic targets? Al-though there is no dispute that lexical information can, at
Results 1 - 10
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490