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{
    "pk": 27803,
    "title": "Conceptual and Prosodic Cues in Child-directed Speech can Help Children Learn the Meaning of Disjunction",
    "subtitle": null,
    "abstract": "At first glance, children’s word learning appears to be mostly\na problem of learning words like dog and run. However, it\nis small words like and and or that enable the construction of\ncomplex combinatorial language. How do children learn the\nmeaning of these function words? Using transcripts of parent-\nchild interactions, we investigate the cues in child-directed\nspeech that can inform the interpretation and acquisition of the\nconnective or which has a particularly challenging semantics.\nStudy 1 finds that, despite its low overall frequency, children\ncan use or close to parents’ rate by age 4, in some speech acts.\nStudy 2 uses annotations of a subset of parent-child interac-\ntions to show that disjunctions in child-directed speech are ac-\ncompanied by reliable cues to the correct interpretation (ex-\nclusive vs. inclusive). We present a decision-tree model that\nlearns from a handful of annotated examples to correctly pre-\ndict the interpretation of a disjunction. These studies suggest\nthat conceptual and prosodic cues in child-directed speech can\nprovide information for the acquisition of functional categories\nlike disjunction.",
    "language": "eng",
    "license": {
        "name": "",
        "short_name": "",
        "text": null,
        "url": ""
    },
    "keywords": [
        {
            "word": "Language Acquisition"
        },
        {
            "word": "word learning"
        },
        {
            "word": "function words"
        },
        {
            "word": "logical words"
        },
        {
            "word": "disjunction"
        }
    ],
    "section": "Publication-based-Talks",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/0bz8t9cc",
    "frozenauthors": [
        {
            "first_name": "Masoud",
            "middle_name": "",
            "last_name": "Jasbi",
            "name_suffix": "",
            "institution": "Stanford",
            "department": ""
        },
        {
            "first_name": "Akshay",
            "middle_name": "",
            "last_name": "Jaggi",
            "name_suffix": "",
            "institution": "Stanford",
            "department": ""
        },
        {
            "first_name": "Michael",
            "middle_name": "C",
            "last_name": "Frank",
            "name_suffix": "",
            "institution": "Stanford",
            "department": ""
        }
    ],
    "date_submitted": null,
    "date_accepted": null,
    "date_published": "2018-01-01T18:00:00Z",
    "render_galley": null,
    "galleys": [
        {
            "label": "PDF",
            "type": "pdf",
            "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27803/galley/17443/download/"
        }
    ]
}