In Press
Fargier, F., Paulignan, Y., Boulenger, V., Monaghan, P., Reboul, A., & Nazir, T.A. (in press). Learning to associate novel words with motor actions: Language-induced motor activity following short training, Cortex, in press. DOI: 10.1016/j.cortex.2011.07.003.
2012
Monaghan, P. & Mattock, K. (2012). Integrating constraints for learning word-referent mappings. Cognition, 123, 133-143.
DOI: 10.1016/j.cognition.2011.12.010. 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. 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. 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 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. 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. 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. 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. 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. 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. 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.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. 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. 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. 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. 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. pdf.
Monaghan, P. & Shillcock, R.C. (2008). Hemispheric dissociation and dyslexia in a computational model of reading. Brain and Language, 107, 185-193. 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. 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. 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. 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. pdf.