in press
Chang, Y.-N., Monaghan, P., & Welbourne, S. (in press). A computational model of reading across development: Effects of literacy onset on language processing. Journal of Memory and Language, in press.
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Frank, S.L., Monaghan, P., & Tsoukala, C. (in press). Neural network models of language acquisition and processing. In Hagoort, P. (Ed.), Human language: From genes and brains to behavior. Cambridge, MA: MIT Press.
Monaghan, P. & Fletcher, M. (in press). Do sound symbolism effects for written words relate to individual phonemes or to phoneme features? Language and Cognition, in press.
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Monaghan, P., Schoetensack, C., & Rebuschat, P. (in press). A single paradigm for implicit and statistical learning. Topics in Cognitive Science, in press.
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2019
Chan, J., & Monaghan, P. (2019). Simulating bilingual word learning: Monolingual and bilingual adults' use of cross-situational statistics. Proceedings of the 41st Cognitive Science Society Conference.
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Chang, Y.-N. & Monaghan, P. (2019). Quantity and diversity of pre-literacy language exposure both affect literacy development: Evidence from a computational model of reading. Scientific Studies of Reading, 23, 235-253.
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Cheung, R.W., Monaghan, P., & Hartley, C. (2019). Environmental effects on parental gesture and infant word learning. Proceedings of the 41st Cognitive Science Society Conference.
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Hartley, C., Bird, L. A., & Monaghan, P. (2019). Investigating the relationship between fast mapping, retention, and generalisation of words in children with autism spectrum disorder and typical development. Cognition, 187, 126-138.
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Monaghan, P., & Roberts, S. G. (2019). Cognitive influences in language evolution: Psycholinguistic predictors of loan word borrowing. Cognition, 186, 147-158.
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Newbury, C. & Monaghan, P. (2019). When does sleep affect veridical and false memory consolidation? A meta-analysis. Psychonomic Bulletin and Review, 26, 387-400.
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2018
Brand, J., Monaghan, P., & Walker, P. (2018). The changing role of sound symbolism for small versus large vocabularies. Cognitive Science, 42, 578-590.
open access to paper.
Brand, J., Monaghan, P., & Walker, P. (2018). Changing signs: Testing how sound-symbolism supports early word learning. Proceedings of the 40th Cognitive Science Society Conference.
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Isbilen, E., Frost, R. L. A., Monaghan, P., & Christiansen, M. (2018, July). Bridging artificial and natural language learning: Comparing processing-and reflection-based measures of learning. Proceedings of the 40th Annual Conference of the Cognitive Science Society (pp. 1856-1861). Cognitive Science Society.
Taylor, G., Monaghan, P., & Westermann, G. (2018). Investigating the association between children's screen media exposure and vocabulary size in the UK. Journal of Children and Media, 12, 51-65.
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2017
Chang, Y. N., Taylor, J., Rastle, K., & Monaghan, P. J. (2017). Exploring the relations between oral language and reading instruction in a computational model of reading. Proceedings of the 39th Cognitive Science Society Conference.
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Frost, R.L.A., & Monaghan, P. (2017). Sleep-driven computations in speech processing. PloS one, 12, e0169538.
open access to paper.
Frost, R.L.A., Monaghan, P., & Tatsumi, T. (2017). Domain-general mechanisms for speech segmentation: The role of duration information in language learning. Journal of Experimental Psychology: Human Perception and Performance, 43, 466-476.
open access to paper.
Monaghan, P. (2017). Canalization of language structure from environmental constraints: A computational model of word learning from multiple cues. Topics in Cognitive Science, 9, 21-34.
open access to paper.
Monaghan, P., Brand, J., Frost, R.L.A., & Taylor, G. (2017). Multiple variable cues in the environment promote accurate and robust word learning. Proceedings of the 39th Cognitive Science Society Conference.
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Monaghan, P., Chang, Y.N., & Welbourne, S. (2017). Different processes for reading words learned before and after onset of literacy. Proceedings of the 39th Cognitive Science Society Conference.
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Monaghan, P., Chang, Y.N., Welbourne, S., & Brysbaert, M. (2017). Exploring the relations between word frequency, language exposure, and bilingualism in a computational model of reading. Journal of Memory and Language, 93, 1-21.
open access to paper.
Monaghan, P., Kalashnikova, M., & Mattock, K. (2017). Intrinsic and extrinsic cues to word learning. In Westermann, G., & Mani, N. (Eds.), Early word learning. Psychology Press.
Monaghan, P., & Rowland, C.F. (2017). Combining language corpora with experimental and computational approaches for language acquisition research. Language Learning, 67, 14-39.
open access to paper.
Monaghan, P., Shaw, J. J., Ashworth-Lord, A., & Newbury, C. (2017). Hemispheric processing of memory is affected by sleep. Brain and Language, 167, 36-43.
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Monaghan, P. & Woollams, A. W. (2017). Implementing the "Simple" model of reading deficits: A connectionist investigation of interactivity. In K. Twomey, A. C. S. Smith, G. Westermann, & P. Monaghan (Eds.), Proceedings of the 14th Neural Computation and Psychology Workshop (Vol. 22), pp.69-82. Singapore: World Scientific.
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Rowland, C.F., & Monaghan, P. (2017). Developmental psycholinguistics teaches us that we need multi-method, not single-method, approaches to the study of linguistic representation. Commentary on Pickering, M., & Branigan, H. An experimental approach to linguistic representation. Behavioural and Brain Sciences, 40, 40-41.
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Shaw, J. J., & Monaghan, P. (2017). Lateralised sleep spindles relate to false memory generation. Neuropsychologia, 107, 60-67.
open access to paper until 31/12/17
Smith, A.C., Monaghan, P., & Huettig, F. (2017). The multimodal nature of spoken word processing in the visual world: Testing the predictions of alternative models of multimodal integration. Journal of Memory and Language, 93, 276-303.
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Smith, A. C., Monaghan, P., & Huettig, F. (2017). Complex word recognition behaviour emerges from the richness of the word learning environment. In K. Twomey, A. C. S. Smith, G. Westermann, & P. Monaghan (Eds.), Proceedings of the 14th Neural Computation and Psychology Workshop (Vol. 22), pp.99-114. Singapore: World Scientific.
Walker, N., Schoetensack, C., Monaghan, P., & Rebuschat, P. (2017). Simultaneous acquisition of vocabulary and grammar in an artificial language learning task. Proceedings of the 39th Cognitive Science Society Conference.
Westermann, G., & Monaghan, P. (2017). Connnectionist modeling. In Hopkins, B., Geangu, E., & Linkenauger, S. (Eds.), The Cambridge encyclopedia of child development, 170-177. Cambridge, UK: Cambridge University Press.
2016
Chang, Y.-N., Monaghan, P., & Welbourne, S. (2016). Effects of experience in a developmental model of reading. Proceedings of the 38th Cognitive Science Society Conference.
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Christiansen, M.H. & Monaghan, P. (2016). Division of labor in vocabulary structure: Insights from corpus analysis. Topics in Cognitive Science, 8, 610-624.
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Frost, R. L. A., & Monaghan, P. (2016). Simultaneous segmentation and generalisation of non-adjacent dependencies from continuous speech. Cognition, 147, 70-74.
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Frost, R. L. A., Monaghan, P., & Christiansen, M. H. (2016). Using statistics to learn words and rules: How high frequency words assist language acquisition. Proceedings of the 38th Cognitive Science Society Conference.
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Kalashnikova, M., Mattock, K., & Monaghan, P. (2016). Flexible use of mutual exclusivity in word learning. Language Learning and Development, 12, 79-91.
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Kalashnikova, M., Mattock, K., & Monaghan, P. (2016). Mutual exclusivity develops as a consequence of abstract rather than particular vocabulary knowledge. First Language, 36, 451-464.
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Monaghan, P. (2016). Degeneracy results in canalisation of language structure: A computational model of word reading. Proceedings of the 38th Cognitive Science Society Conference.
get pdf. A revised version of this paper is published above in Topics in Cognitive Science (2017).
Monaghan, P., Arciuli, J. & Seva, N. (2016). Cross-linguistic evidence for probabilistic orthographic cues to lexical stress. In Thomson, J. & Jarmulowicz, L. (Eds.), Linguistic rhythm and literacy. Trends in Language Acquisition Research series (TiLAR), pp.215-236. John Benjamins Publishing: Amsterdam.
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2015
Dingemanse, M., Blasi, D. E., Lupyan, G., Christiansen, M. H., & Monaghan, P. (2015). Arbitrariness, iconicity and systematicity in language. Trends in Cognitive Sciences, 19, 603-615.
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Kalashnikova, M., Mattock, K., & Monaghan, P. (2015). The effects of linguistic experience on the flexible use of mutual exclusivity in word learning. Bilingualism: Language and Cognition, 18, 626-638.
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McCauley, S.M., Monaghan, P. & Christiansen, M.H. (2015). Language emergence in development: A computational perspective. In B. MacWhinney & W. Grady (Eds.), The handbook of language emergence. Hoboken, NJ: Wiley-Blackwell.
Monaghan, P., Mattock, K., Davies, R., & Smith, A.C. (2015). Gavagai is as gavagai does: Learning nouns and verbs from cross-situational statistics. Cognitive Science, 39, 1099-1112.
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Monaghan, P., Sio, U. N., Lau, S. W., Woo, H. K., Linkenauger, S. A., & Ormerod, T. C. (2015). Sleep promotes analogical transfer in problem solving. Cognition, 143,25-30.
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Monaghan, P. & Zuidema, W.H. (2015). General purpose cognitive processing constraints and phonotactic properties of the vocabulary. In Proceedings of the workshop on the evolution of phonetic capabilities. International Congress of Phonetic Sciences, Glasgow. get pdf.
Taylor, J.S.H., Duff, F.J., Woollams, A., Monaghan, P., & Ricketts, J. (2015). How word meaning influences word reading. Current Directions in Psychological Science, 24, 322-238.
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2014
Kalashnikova, M., Mattock, K., & Monaghan, P. (2014). Disambiguation of novel labels and referential facts: A developmental perspective. First Language, 34, 125-135.
DOI: 10.1177/0142723714525946
Monaghan, P. (2014). Age of acquisition predicts rate of lexical evolution. Cognition, 133, 530-534. get pdf.
Monaghan, P. & Christiansen, M.H. (2014). Multiple-cue integration in language acquisition. In P. Brooks & V. Kempe (Eds.), Encyclopedia of Language Development. Thousand Oaks, CA: Sage Publications.
Monaghan, P., Christiansen, M.H., & Lupyan, G. (2014). The systematicity of the sign: Modeling activation of semantic attributes from nonwords. Proceedings of the 36th Cognitive Science Society Conference. get pdf.
Monaghan, P., Ormerod, T., & Sio, U.N. (2014). Interactive activation networks for modelling problem solving. In Mayor, J. & Gomez, P. (Eds.), Computational models of cognitive processes: Proceedings of the 13th Neural Computation and Psychology Workshop (Vol. 21), 185-195. Singapore: World Scientific.
Monaghan, P., Shillcock, R.C., Christiansen, M.H., & Kirby, S. (2014). How arbitrary is language? Philosophical Transactions of the Royal Society B, 369 20130299.
DOI: 10.1098/rstb.2013.0299 get pdf.
Smith, A.C., Monaghan, P., & Huettig, F. (2014). Literacy effects on language and vision: Emergent effects from an amodal shared resource (ASR) computational model. Cognitive Psychology, 75, 28-54.
DOI: 10.1016/j.cogpsych.2014.07.002
Smith, A.C., Monaghan, P., & Huettig, F. (2014). Modelling language-vision interactions in the Hub and Spoke framework. In Mayor, J. & Gomez, P. (Eds.), Computational models of cognitive processes: Proceedings of the 13th Neural Computation and Psychology Workshop (Vol. 21), 3-16. Singapore: World Scientific.
Smith, A.C., Monaghan, P., & Huettig, F. (2014). Examining strains and symptoms of the 'Literacy Virus': The effects of orthographic transparency on phonological processing in a connectionist model of reading. Proceedings of the 36th Cognitive Science Society Conference.
Smith, A.C., Monaghan, P., & Huettig, F. (2014). A comprehensive model of spoken word recognition must be multimodal: Evidence from studies of language mediated visual attention. Proceedings of the 36th Cognitive Science Society Conference.
St. Clair, M., Monaghan, P., & Christiansen, M.H. (2014). Acquisition of grammatical categories. In P. Brooks & V. Kempe (Eds.), Encyclopedia of Language Development. Thousand Oaks, CA: Sage Publications.
2013
Monaghan, P., White, L., & Merkx, M. (2013). Disambiguating durational cues for speech segmentation. Journal of the Acoustical Society of America, 134, EL45-EL51. get pdf. DOI: 10.1121/1.4809775
Sio, U.N., Monaghan, P., & Ormerod, T. (2013). Sleep on it, but only if it's difficult: Effects of sleep on problem solving. Memory and Cognition, 41, 159-166.
DOI: 10.3758/s13421-012-0256-7
Smith, A.C., Monaghan, P., & Huettig, F. (2013). An amodal shared resource model of language-mediated visual attention. Frontiers in Language Sciences, 4, 00528.available here
Smith, A.C., Monaghan, P., & Huettig, F. (2013). Modeling the effects of formal literacy training on language mediated visual attention. Proceedings of the 35th Conference Society Conference. get pdf
2012
Fargier, F., Paulignan, Y., Boulenger, V., Monaghan, P., Reboul, A., & Nazir, T.A. (2012). Learning to associate novel words with motor actions: Language-induced motor activity following short training, Cortex, 48, 888-899.
DOI: 10.1016/j.cortex.2011.07.003
Monaghan, P. & Mattock, K. (2012). Integrating constraints for learning word-referent mappings. Cognition, 123, 133-143.
DOI: 10.1016/j.cognition.2011.12.010. get pdf.
Monaghan, P., Mattock, K., & Walker, P. (2012). The role of sound symbolism in word learning. Journal of Experimental Psychology: Learning, Memory and Cognition, 38, 1152-1164. get pdf.
2011
Farmer, T.A., Monaghan, P., Misyak, J.B., & Christiansen, M.H., (2011). Phonological typicality influences sentence processing in predictive contexts: A reply to Staub et al. (2009). Journal of Experimental Psychology: Learning, Memory and Cognition, 37, 1318-1325. get pdf.
Monaghan, P. (2011). Design features of language emerge from general purpose learning mechanisms. Proceedings of the 33rd Annual Conference of the Cognitive Science Society. Boston, MA: Cognitive Science Society. get pdf.
Monaghan, P., Christiansen, M.H., & Fitneva, S.A. (2011). The arbitrariness of the sign: Learning advantages from the structure of the vocabulary. Journal of Experimental Psychology: General, 140, 325-347. doi: 10.1037/a0022924 get pdf.
Smith, A.C. & Monaghan, P. (2011). What are the functional units in reading? Evidence for statistical variation influencing word processing. In E. Davelaar (Ed.), Connectionist models of behaviour and cognition 12.. Singapore: World Scientific.
2010
Arciuli, J., Monaghan, P., & Seva, N. (2010). Learning to assign lexical stress during reading aloud: Corpus, behavioural, and computational investigations. Journal of Memory and Language, 63, 180-196. get pdf.
Arciuli, J., Rankine, T., & Monaghan, P. (2010). Top down modulation of bottom up processes is associated with reading ability. Laterality, 15, 343-360.
Monaghan, P., Christiansen, M.H., Farmer, T.A., & Fitneva, S.A. (2010). Measures of phonological typicality: Robust coherence and psychological validity. The Mental Lexicon, 5, 281-299. get pdf.
Monaghan, P., Christiansen, M. H., & Fitneva, S. (2010). Balancing arbitrariness and systematicity in language evolution. In A.D.M. Smith, Schouwstra, M., de Boer, B., & Smith, K. (Eds.), Evolution of language, pp.465-466. London: World Scientific.
Monaghan, P., Keidel, J., Burton, A.M., & Westermann, G. (2010). What computers have shown us about the mind. The Psychologist, 23, 642-645.
Monaghan, P., & Christiansen, M.H. (2010). Words in puddles of sound: Modelling psycholinguistic effects in speech segmentation. Journal of Child Language, 37, 545-564. get pdf.
Monaghan, P. & Ellis, A.W. (2010). Modeling reading development: Cumulative, incremental learning in a computational model of word naming. Journal of Memory and Language, 63, 506-525. get pdf.
Pagliuca, G. & Monaghan, P. (2010). Discovering large grain-sizes in a transparent orthography: Insights from a connectionist model of reading aloud for Italian. European Journal of Cognitive Psychology, 22, 813-835. get pdf.
St Clair, M.C., Monaghan, P., & Christiansen, M.H. (2010). Learning grammatical categories from distributional cues: Flexible frames for language acquisition. Cognition, 116, 341-360. get pdf.
2009
Arciuli, J. & Monaghan, P. (2009). Probabilistic cues to grammatical category in English orthography and their influence during reading. Scientific Studies of Reading, 13, 73-93.
Fitneva, S., Christiansen, M.H., & Monaghan, P. (2009). From sound to syntax: Phonological constraints on children's lexical categorization of new words. Journal of Child Language, 36, 967-997.
Monaghan, P. & Mattock, K. (2009). Cross-situational language learning: The effects of grammatical categories as constraints on referential labelling. Cognitive Science Society Conference Proceedings.. Mahwah, NJ: Lawrence Erlbaum.get pdf.
Monaghan, P. & Nazir, T. (2009). Modelling sensory integration and embodied cognition in a model of word recognition. In J. Mayor, N. Ruh, & K. Plunkett (Eds.), Connectionist models of behaviour and cognition II., pp.337-348. Singapore: World Scientific.
Pagliuca, G. & Monaghan, P. (2009). A connectionist model of reading for Italian. In J. Mayor, N. Ruh, & K. Plunkett (Eds.), Connectionist models of behaviour and cognition II., pp.301-312. Singapore: World Scientific.
Seva, N., Monaghan, P., & Arciuli, J. (2009). Stressing what is important: Orthographic cues and lexical stress assignment. Journal of Neurolinguistics, 22, 237-249. get pdf.
St Clair, M., Monaghan, P., & Ramscar, M. (2009). Relationships between Language Structure and Language Learning: The Suffixing Preference and Grammatical Categorization. Cognitive Science, 33, 1317-1329. get pdf.
2008
de Vries, M., Monaghan, P., Knecht, S., & Zwitserlood, P. (2008). Syntactic structure and artificial grammar learning: The learnability of embedded hierarchical structures. Cognition, 106, 763-774. get pdf.
Monaghan, P., Arciuli, J., & Seva, N. (2008). Constraints for computational models of reading: Evidence from learning lexical stress. Proceedings of the 30th Annual Conference of the Cognitive Science Society. Mahwah, NJ: Lawrence Erlbaum. get pdf.
Monaghan, P. & Christiansen, M.H. (2008). Integration of multiple probabilistic cues in syntax acquisition. In Behrens, H. (Ed.), Corpora in language acquisition research: History, methods, perspectives, pp.139-164. Amsterdam: John Benjamins.
Monaghan, P. & Rowson, C. (2008). Repetition and similarity in sequence learning. Memory and Cognition, 36, 1509-1514. get pdf.
Monaghan, P. & Shillcock, R.C. (2008). Hemispheric dissociation and dyslexia in a computational model of reading. Brain and Language, 107, 185-193. get pdf.
Pagliuca, G. & Monaghan, P. (2008). Variable vulnerability of words to visual impairment: exploring grain-size effects in reading. Proceedings of the 30th Annual Conference of the Cognitive Science Society. Mahwah, NJ: Lawrence Erlbaum. get pdf.
St Clair, M.C. & Monaghan, P. (2008). Language abstraction: Consolidation of language structure during sleep. Proceedings of the 30th Annual Conference of the Cognitive Science Society. Mahwah, NJ: Lawrence Erlbaum. get pdf.
2007
Monaghan, P., Christiansen, M.H., & Chater, N. (2007). The Phonological Distributional coherence Hypothesis: Cross-linguistic evidence in language acquisition. Cognitive Psychology, 55, 259-305.
Monaghan, P. & Shillcock, R.C. (2007). Levels of description in consonant/vowel processing: Reply to Knobel and Caramazza. Brain and Language, 100, 101-108.
2006
Christiansen, M.H. & Monaghan, P. (2006). Discovering verbs through multiple-cue integration. In K. Hirsh-Pasek & R.M. Golinkoff (Eds.). Action Meets Word: How Children Learn Verbs. Oxford: Oxford University Press.
Farmer, T.A., Christiansen, M.H., & Monaghan, P. (2006). Phonological typicality influences on-line sentence comprehension. Proceedings of the National Academy of Sciences, 103, 12203-12208.
Merkx, M. & Monaghan, P. (2006). A hierarchy of prosodic cues in speech processing.Proceedings of the 28th Annual Conference of the Cognitive Science Society.
Monaghan, P. (2006). Left and right brain: Insights from neural networks. The Psychologist, 19 (5), 274-277.
Reprinted in Psychomedia, 10, 18-21.
Monaghan, P. & Christiansen, M.H. (2006). Why form-meaning mappings are not entirely arbitrary in language. Proceedings of the 28th Annual Conference of the Cognitive Science Society. get pdf.
Monaghan, P. & Christiansen, M.H. (2006). Iconic versus arbitrary mappings and the cultural transmission of language. In Cangelosi, A., Smith, A.D.M., & Smith, K. (Eds.), The evolution of language, 430-432. New Jersey: World Scientific.
Pagliuca, G. & Monaghan, P. (2006). Dissociating word reading and lexical decision in neglect dyslexia: A connectionist account. Proceedings of the 28th Annual Conference of the Cognitive Science Society.
2005
Monaghan, P., Chater, N., & Christiansen, M.H. (2005). The differential contribution of phonological and distributional cues in grammatical categorisation. Cognition, 96, 143-182. almost final
Monaghan, P., Chater, N., & Hulme, C. (2005). Levels of representation in language development. Proceedings of the 27th Annual Conference of the Cognitive Science Society. Mahwah, NJ: Lawrence Erlbaum.
Onnis, L., Monaghan, P., Richmond, K., & Chater, N.. (2005). Phonology impacts segmentation in speech processing. Journal of Memory and Language, 53, 225-237.
St Clair, M.C. & Monaghan, P. (2005). Categorizing grammar: Differential effects of preceding and succeeding contextual cues. Proceedings of the 27th Annual Conference of the Cognitive Science Society. Mahwah, NJ: Lawrence Erlbaum.
2004
Monaghan, P. & Christiansen, M.H. (2004). What distributional information is useful and usable in language acquisition? Proceedings of the 26th Annual Conference of the Cognitive Science Society. Mahwah, NJ: Lawrence Erlbaum.
Monaghan, P. & Shillcock, R.C. (2004). Hemispheric asymmetries in cognitive modelling: Connectionist modelling of unilateral visual neglect. Psychological Review, 111, 283-308.
Monaghan, P., Shillcock, R.C. & McDonald, S. (2004). Hemispheric asymmetries in the split-fovea model of semantic processing. Brain and Language. 88, 3, 339-354
Onnis, L., Monaghan, P., Christiansen, M.H. & Chater, N. (2004). Variability is the spice of learning, and a crucial ingredient for detecting and generalizing in nonadjacent dependencies. Proceedings of the 26th Annual Conference of the Cognitive Science Society. Mahwah, NJ: Lawrence Erlbaum.
Shillcock, R.C. & Monaghan, P. (2004). Reading, sublexical units and scrambled words: Capturing the human data. Bowman, H. & Labiouse, C. (Eds.), Proceedings of the Eighth Neural Computation and Psychology Workshop: Connectionist Models of Cognition and Perception II, Volume 15 of Progress in Neural Processing, 221-230. Singapore: World Scientific.
2003
Monaghan, P., Chater, N. & Christiansen, M.H. (2003). Inequality between the classes: Phonological and distributional typicality as predictors of lexical processing. Proceedings of the 25th Annual Conference of the Cognitive Science Society.
Monaghan, P., Gonitzke, M. & Chater, N. (2003). Two wrongs make a right: Learnability and word order consistency. Proceedings of the 25th Annual Conference of the Cognitive Science Society.
Monaghan, P. & Pollmann, S. (2003). Division of labour between the hemispheres for complex but not simple tasks: An implemented connectionist model. Journal of Experimental Psychology: General, 132(3), 379-399.
Monaghan, P. & Shillcock, R.C. (2003). Connectionist modelling of the separable processing of consonants and vowels. Brain and Language, 86(1), 83-98.
Monaghan, P. & Stenning, K. (2003). Generalising individual differences and strategies across different deductive reasoning domains. D. Hardman & L. Macchi (Eds.) Thinking: Psychological Perspectives on Reasoning, Judgement and Decision Making, pp.45-62. Chichester: Wiley.
Reali, F., Christiansen, M.H. & Monaghan, P. (2003). Phonological and Distributional Cues in Syntax Acquisition: Scaling-Up the Connectionist Approach to Multiple-Cue Integration. Proceedings of the 25th Annual Conference of the Cognitive Science Society.
Shillcock, R.C., McDonald, S. & Monaghan, P. (2003). Reading and the split fovea. Commentary on Reichle et al., The E-Z Reader model of eye movement control in reading: Comparisons to other models. Behavioral and Brain Sciences.
Stenning, K. & Monaghan, P. (2003). Strategies and knowledge representation. Sternberg, R. & Leighton, J.P. (Eds.) The Nature of Reasoning, Cambridge: Cambridge University Press, 129-168.
2001
Hicks, J. & Monaghan, P. (2001). Explorations of the interaction between split processing and stimulus types. In S. Wermter, J. Austin & D. Willshaw (Eds.) Emergent computational neural architectures based on neuroscience. Springer: Heidelberg.
Monaghan, P. & Shillcock, R.C. (2001). Applying neuroanatomical distinctions to connectionist cognitive modelling. In R. French (Ed.) Proceedings of the 6th neural computation and psychology workshop. London: Springer-Verlag, pp.1-12.
Shillcock, R.C. & Monaghan, P. (2001). The computational exploration of visual word recognition in a split model. Neural Computation, 13, 1171-1198.
Shillcock, R.C. & Monaghan, P. (2001). Connectionist modelling of surface dyslexia based on foveal splitting: Impaired pronunciation after only two half pints. Proceedings of the 23rd Annual Conference of the Cognitive Science Society. Edinburgh: Lawrence Erlbaum Associates, pp.916-921.
Shillcock, R.C. & Monaghan, P. (2001). Understanding dyslexia in terms of the neuro-anatomy of normal visual word recognition. In Proceedings of the 5th British Dyslexia Association International Conference.
2000
Shillcock, R. Ellison, M.T. & Monaghan, P. (2000). Eye-fixation behaviour, lexical storage and visual word recognition in a split processing model. Psychological Review, 107, 824-851.
Stenning, K. & Monaghan, P. (2000). Linguistic and graphical representations and the characterisation of individual differences. In S. O Nualla (Ed.), Spatial Cognition. Amsterdam: John Benjamins.
Stenning, K. & Monaghan, P. (2000). Cooperative vs. adversarial communication: contextual embedding vs. disengagement. Commentary on `Individual differences in reasoning: implications for the rationality debate?' by Stanovich, K. E. & West, R. F. Behavioral and Brain Sciences, 23, 696--697.
1999
Monaghan, P., Stenning, K., Oberlander, J. & Sonstrod, C. (1999). Integrating psychometric and computational approaches to individual differences in multimodal reasoning. 21st Annual Conference of the Cognitive Science Society. Vancouver: Lawrence Erlbaum Associates, pp.405-410.Oberlander, J., Monaghan, P., Cox, R., Stenning, K., & Tobin, R. (1999). Unnatural language discourse: an empirical study of multimodal proof styles. Journal of Logic, Language and Information, 8, 363-384.
Shillcock, R. & Monaghan, P. (1999). Bi-hemispheric representation, foveal splitting and visual word recognition. Commentary on "Words in the Brain's Language", by F. Pulvermueller, Behavioral and Brain Sciences, 22, 300-301.
Shillcock, R., Monaghan, P. & Ellison, M.T. (1999). The SPLIT model of visual word recognition: Complementary connectionist and statistical cognitive modelling. In D.Heinke, G.W.Humphreys & A.Olson (Eds.) Connectionist models in cognitive neuroscience: the 5th neural computation and psychology workshop. London: Springer-Verlag, pp. 3-12.
Shillcock, R., Ellison, M.T. & Monaghan, P. (1999). The optimal behaviour of a split model of word recognition resembles observed fixation behaviour. 21st Annual Conference of the Cognitive Science Society. Vancouver: Lawrence Erlbaum Associates, pp.653-658.
1998
Monaghan, P. (1998). Holist and serialist strategies in complex reasoning tasks: cognitive style and strategy change. (Research Paper EUCCS/RP-73). Edinburgh: University of Edinburgh, Centre for Cognitive Science.Monaghan, P. (1998). Modelling individual differences in reasoning. Proceedings of the 2nd European Conference on Cognitive Modelling. Nottingham University Press, Nottingham.
Monaghan, P. & Shillcock, R. (1998). The cross-over effect in unilateral neglect: modelling detailed data in the line-bisection task. Brain, 121, 907-921.
Monaghan, P. & Stenning, K. (1998). Learning to solve syllogisms by watching others' learning. HCRC Research Paper HCRC/RP-98. Edinburgh: University of Edinburgh, Human Communication Research Centre.
Monaghan, P. & Stenning, K. (1998). Effects of representational modality and thinking style on learning to solve reasoning problems. Proceedings of the 20th Annual Conference of the Cognitive Science Society. Madison, WI: Lawrence Erlbaum Associates, pp.716-721.
Shillcock, R., Kelly, M.L., & Monaghan, P. (1998). Processing of palindromes in neglect dyslexia. Neuroreport, 9, 3081-3083.
Shillcock, R. & Monaghan, P. (1998). Using physiological information to enrich the connectionist modelling of normal and impaired visual word recognition. Proceedings of the 20th Annual Conference of the Cognitive Science Society. Madison, WI: Lawrence Erlbaum Associates, pp.945-950.
Even earlier
Shillcock, R., Kelly, M.L., & Monaghan, P. (1997). Modelling within-category function word errors in language impairment. In W. Ziegler & K. Deger (Eds.) Clinical Linguistics and Phonetics. Whurr: London.
Oberlander, J., Cox, R., Monaghan, P., Stenning, K., & Tobin, R. (1996). Individual differences in proof structures following multimodal logic teaching. Proceedings of the Eighteenth Annual Meeting of the Cognitive Science Society, (pp. 201-206). La Jolla, CA: Lawrence Erlbaum Associates.
Monaghan, P. (1979). Fire. Children as Writers. Heinemann: London. get pdf.