Gary F. Marcus -- Publications

BOOKS and MONOGRAPHS

Marcus, Gary (2004) The Birth of the Mind: How a Tiny Number of Genes Creates the Complexity of the Human Mind. New York: Basic Books. For more information, click here.

Marcus, G. F. (2001). The Algebraic Mind: Integrating Connectionism and Cognitive Science. Cambridge, MA: MIT Press. To order, click here. For more information, click here.

Marcus, G. F., Pinker, S., Ullman, M., Hollander, M., Rosen, T. J., and Xu, F. (1992). Overregularization in Language Acquisition. (Monographs of the Society for Research in Child Development). 57 (4, Serial No. 228).

ARTICLES in REFEREED JOURNALS

Clahsen, H., Rothweiler, M., Woest, A. and Marcus, G. F. (1992). Regular and Irregular Inflection in the Acquisition of German Noun Plurals. Cognition 45, 225-255.

Marcus, G. F. (1993). Negative evidence in language acquisition. Cognition, 46, 53-85.

Kim, J. J., Marcus, G. F., Pinker, S., Hollander, M., and Coppola, M. (1994). Sensitivity of children's inflection to grammatical structure, Journal of Child Language. 21, 173-209. Reprinted in K. Perera, G. Collis, and B. Richards (eds.) (1994) Growing Points in Child Language. Cambridge University Press.

Marcus, G. F. (1995) L2 learners treat regular and irregular inflection differently in compounding. Second Language Research, 11, 88-89.

Marcus, G. F. (1995) The acquisition of inflection in children and multilayered connectionist networks. Cognition, 56, 271-279.

Marcus, G. F. (1995). Children’s overregularization of English plurals: a quantitative analysis. Journal of Child Language, 22, 447-459.

Marcus, G. F., Brinkmann, U., Clahsen, H., Wiese, R., and Pinker, S. (1995). German inflection: The exception that proves the rule. Cognitive Psychology, 29, 189-256.

Marcus, G. F. (1996) Why do children say “breaked”? Current Directions in Psychological Science, 5, 81-85.

Marcus, G. F. (1997). Extracting higher-level relationships in connectionist models. Behavioral and Brain Sciences, 20, 77.

Marcus, G. F. (1998). Can connectionism save constructivism? Cognition, 66, 153-182 .

Marcus, G. F. (1998). Rethinking eliminative connectionism. Cognitive Psychology, 37, 243-282.

Marcus, G. F., Vijayan, S., Bandi Rao, S., and Vishton, P. M. (1999). Rule-learning in seven-month-old infants. Science, 283, 77-80.

Marcus, G. F. (1999). Do infants learn grammar with algebra or statistics? Response to Seidenberg & Elman, Eimas, and Negishi. Science, 284, 436-437.

Marcus, G. F. (1999). Connectionism: with or without rules? Trends in Cognitive Sciences, Connectionism: with or without rules? Response to J.L. McClelland and D.C. Plaut (1999), Trends in Cognitive Sciences, 1999, 3, 168-170

Marcus, G. F. (1999). Rule learning by seven-month-old infants and neural networks. Response to Altmann and Dienes. Science, 284, 875a.

Marcus, G. F. (1999). Reply to Seidenberg and Elman, Trends in Cognitive Sciences, 1999, 3, 289.

Marcus, G. F. (1999). Reply to Christiansen and Curtin, Trends in Cognitive Sciences, 1999, 3, 289-290.

Marcus, G. F. (1999). Genes, proteins, and domain-specificity. A reply to Tomblin and Pandich, Trends in Cognitive Sciences, 1999, 3, 367.

Marcus, G. F. (1999). Language acquisition in the absence of explicit negative evidence: Can simple recurrent networks obviate the need for domain-specific learning devices? Cognition, 73, 293-296.

Marcus, G. F. (2000) Pa bi ku and ga ti ga: Two mechanisms children could use to learn about language and the world. Current Directions in Psychological Science. 9, 145-147.

Berent, I., Marcus, G., Shimron, J., & Gafos, A. (2002). The scope of linguistic generalizations: Evidence from Hebrew word formation. Cognition. 83 (2), 113-139.

Marcus, G. F. (2002). The modules behind the learning. Developmental Science. 5, 175.

Hauser, M., D. Weiss. D, & Marcus, G. F. (2002). Rule learning by cotton-top tamarins. Cognition, 86 (1) B15-B22.

Marcus, G. F. and Berent, I. (2003). Are There Limits to Statistical Learning? Science, 300, 53-54.

Marcus, G. F. and Fisher, S. E. (2003). FOXP2 in focus: what can genes tell us about speech and language? Trends in Cognitive Sciences, 7, 257-262.

Marcus., G. F., Vouloumanos, A., and Sag, I. A. (2003). Does Broca’s play by the rules? Nature Neuroscience, 6, 651-2.

Marcus, G. F. (2003). What’s in a U: The shapes of cognitive development. Journal of Cognitive Development. In press.

Marcus, G. F. (2003). What can developmental disorders tell us about modularity? Behavioral and Brain Sciences. In press.

REVIEWS and BOOK CHAPTERS

Kim, J. J., Marcus, G. F., Hollander, M. and Pinker, S. (1991). Children's inflection is sensitive to morphological structure. Papers and Reports on Child Language Development 30: 39-46.

Marcus, G. F. (1993). Review of Morphology and mind: A unified approach to explanation in linguistics by Christopher Hall. Applied Psycholinguistics, 14, 413-416.

Marcus, G. F., Brinkmann, U., Clahsen, H., Wiese, R., Woest, A., and Pinker, S. (1993). German inflection: The exception that proves the rule. In Proceedings of 15th Annual Conference of the Cognitive Science Society. p. 670-675. Hillsdale, NJ: Lawrence Erlbaum.

Marcus, G. F. (1994). Review of Spoken Language Comprehension: An Experimental Approach to Disordered and Normal Processing by Lorraine Komisarjevsky Tyler. Mind & Language, 9 (1), 102-104.

Bartke, S., Marcus, G. F., Clahsen, H. (1995). Acquiring German noun Plurals. In D. MacLaughlin & S. McEwen (eds.) Proceedings of the 19th Annual Boston University Conference on Language Development. Boston: Cascadilla Press.

Clahsen, H., Marcus, G. F., Bartke, S., & Wiese, R. (1995). Compounding and inflection in German child language. Geert Booij and Jaap van Marle (eds.), Yearbook of Morphology 1995. Kluwer, 1-28.

Marcus, G. F. (1997) Review of Exercises in rethinking innateness. Trends in Cognitive Sciences, 1, 318-319.

Marcus, G. F. (1998). Innate representations? Early Development and Parenting, 7, 145-146.

Marcus, G. F. (1999). Poverty of the stimulus arguments. In R. Wilson and F. C. Keil, (eds.) Encyclopedia of Cognitive Science. Cambridge MA, MIT Press., pp 660-661.

Marcus, G. F. (2000). Two kinds of representations. In E. Deitrich & A. Markman (Eds.), Cognitive dynamics: Conceptual and representational change in humans and machines. Mahwah, NJ: Erlbaum.

Marcus, G. F. (2000). Review of The Evolution of Mind edited by Denise D. Cummins and Colin Allen. Human behavior and evolution, 21, 63-64.

Marcus, G. F. (2000). Children's Overregularization and Its Implications for Cognition. In P. Broeder, & J. Murre (eds). Models of Language Acquisition: Inductive and deductive approaches. Oxford: Oxford University Press, pp 154-176.

Marcus, G. F. (2001). A gift for language [Review of Pathways to Language by Karmiloff & Karmiloff-Smith]. American Scientist, 89, 456-458.

Marcus, G. F. (2001). Plasticity and nativism: Towards a resolution of an apparent paradox In. S. Wermter , J. Austin and D. Willshaw (eds.) Emergent neural computational architectures based on neuroscience. Springer-Verlag, pp. 368-382.

ESSAYS for the GENERAL PUBLIC

Marcus, G. F. (2003/2004). Making the Mind. The Boston Review, 28 (6, December/January), 32-35. HTML format

last updated 18 December 2003