Epstein Secrets

nquiry, 1, 429-438. Gergely, G., & Bever, T. G. (1986). Relatedness intutions and mental represenation of causative verbs. Cognition, 23, 211-277. Levin, B., & Pinker, S. (Eds.). (1992). Lexical and conceptual semantics. Cambridge, Mass.: Blackwell. Pinker, S. (1989). Learnability and cognition: The

e stories. An early system built by Charniak (9) used a single mechanism, test-action demons, for making inferences in understanding. In the 1970s, Schank and Abelson (10) proposed scripts, plans, and goals as knowledge structures for understanding. These knowledge structures were incorporated into the

nquiry, 1, 429-438. Gergely, G., & Bever, T. G. (1986). Relatedness intutions and mental represenation of causative verbs. Cognition, 23, 211-277. Levin, B., & Pinker, S. (Eds.). (1992). Lexical and conceptual semantics. Cambridge, Mass.: Blackwell. Pinker, S. (1989). Learnability and cognition: The

e stories. An early system built by Charniak (9) used a single mechanism, test-action demons, for making inferences in understanding. In the 1970s, Schank and Abelson (10) proposed scripts, plans, and goals as knowledge structures for understanding. These knowledge structures were incorporated into the

nquiry, 1, 429-438. Gergely, G., & Bever, T. G. (1986). Relatedness intutions and mental represenation of causative verbs. Cognition, 23, 211-277. Levin, B., & Pinker, S. (Eds.). (1992). Lexical and conceptual semantics. Cambridge, Mass.: Blackwell. Pinker, S. (1989). Learnability and cognition: The

le stories. An early system built by Chamiak (9) used a single mechanism, test-action demons, for making inferences in understanding. In the 1970s, Schank and Abelson (10) proposed scripts, plans, and goals as knowledge structures for understanding. These knowledge structures were incorporated into the