A Solution to Plato's Problem: The Latent Semantic Analysis Theory of Acquisition, Induction, and Representation of Knowledge

Psychological Review

Volumn 104, Issue 2, 1997, Pages 211-240

  Landauer, Thomas K ^a   Dumais, Susan T ^b  

^a UNIVERSITY OF COLORADO   (United States)

^b Info Science Research Department   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0000600219     PISSN: 0033295X     EISSN: None     Source Type: Journal    
DOI: 10.1037/0033-295X.104.2.211     Document Type: Article

References (104)

1. Anderson, J. R. (1990). The adaptive character of thought. Hillsdale, NJ: Erlbaum.
2. Anderson, R. C., & Freebody, P. (1981). Vocabulary knowledge. In J. T. Guthrie (Ed.), Comprehension and teaching: Research reviews (pp. 77-117). Newark. DE: International Reading Association.
3. Anderson, R. C., & Freebody, P. (1983). Reading comprehension and the assessment and acquisition of word knowledge. In B. Huston (Ed.), Advances in reading/language research: A research annual (pp. 231-256). Greenwich, CT: JAI Press.
4. Anderson, R. C., Wilson, T. T., & Fielding, L. G. (1988). Growth in reading and how children spend their time outside of school. Reading Research Quarterly, 23(3), 285-303.
5. Anglin, J. M. (1993). Vocabulary development: A morphological analysis. Monographs of the Society for Research in Child Development, 58(10, Serial No. 238).
6. Anglin, J. M., Alexander, T. M., & Johnson, C. J. (1996). Word learning and the growth of potentially knowable vocabulary. Unpublished manuscript.
7. Angluin, D., & Smith, C. H. (1983). Inductive inference: Theory and methods. Computing Surveys, 15, 237-269.
8. Berry, M. W. (1992). Large scale singular value computations. International Journal of Supercomputer Applications, 6, 13-49.
9. Bookstein, A., & Swanson, D. R. (1974). Probabilistic models for automatic indexing. Journal of the American Association for Information Science, 25, 312-318.
10. Carey, S. (1985). Conceptual change in childhood. Cambridge, MA: MIT Press.
11. Carroll, J. B. (1971). Statistical analysis of the corpus. In J. B. Carroll, P. Davies, & B. Richman (Eds.), Word frequency book (pp. xxii-x1). New York: Houghton Mifflin and American Heritage.
12. Carroll, J. B., Davies, P., & Richman, B. (Eds.). (1971). Word frequency book. New York: Houghton Mifflin and American Heritage.
13. Carroll, J. D., & Arabie, P. (in press). Multidimensional scaling. In M. H. Birnbaum (Ed.), Handbook of perception and cognition: Vol. 3. Measurement, judgment and decision making. San Diego, CA: Academic Press.
14. Carver, R. P. (1990). Reading rate: A review of research and theory. San Diego, CA: Academic Press.
15. Carver, R. P., & Leibert, R. E. (1995). The effect of reading library books at different levels of difficulty upon gain in reading ability. Reading Research Quarterly, 30, 26-48.
16. Chomsky, N. (1991). Linguistics and cognitive science: Problems and mysteries. In A. Kasher (Ed.), The Chomskyan turn. Cambridge, MA: Blackwell.
17. Choueka, Y., & Lusignan, S. (1985). Disambiguation by short contexts. Computers and the Humanities, 19, 147-157.
18. Church, K. W., & Hanks, P. (1990). Word association norms, mutual information and lexicography. Computational Linguistics, 16, 22-29.
19. Clark, E. V. (1987). The principle of contrast: A constraint on language acquisition. In B. MacWhinney (Ed.), Mechanisms of language acquisition. Hillsdale, NJ: Erlbaum.
20. Coombs, C. H. (1964). A theory of data. New York: Wiley.
21. Dahl, H. (1979). Word frequencies of spoken American English. Essex, CT: Verbatim.
22. D'Andrade, R. G. (1993). Cultural cognition. In M. I. Posner (Ed.), Foundations of cognitive science. Cambridge, MA: MIT Press.
23. Davies, P. (1971). New views of lexicon. In J. B. Carroll, P. Davies, & B. Richman (Eds.), Word frequency book (pp. xli-liv). New York: Houghton Mifflin and American Heritage.
24. Deerwester, S., Dumais, S. T., Furnas, G. W., Landauer, T. K., & Harshman, R. (1990). Indexing by latent semantic analysis. Journal of the American Society For Information Science, 41, 391-407.
25. Deese, J. (1965). The structure of associations in language and thought. Baltimore: Johns Hopkins University Press.
26. Drum, P. A., & Konopak, B. C. (1987). Learning word meaning from written context. In M. C. McKeown & M. E. Curtis (Eds.), The nature of vocabulary acquisition (pp. 73-87). Hillsdale, NJ: Erlbaum.
27. Dumais, S. T. (1994). Latent semantic indexing (LSI) and TREC-2. In D. Harman (Ed.), The Third Text Retrieval Conference (TREC3) (NIST Publication No. 500-225, pp. 219-230). Washington, DC: National Institute of Standards and Technology.
28. Durkin, D. (1979). What classroom observations reveal about reading comprehension instruction. Reading Research Quarterly, 14, 481-253.
29. Durkin, D. (1983). Teaching them to read. Boston: Allyn and Bacon.
30. Eich, J. M. (1982). A composite holographic associative recall model. Psychological Review, 89, 627-661.
31. Elley, W. B. (1989). Vocabulary acquisition from listening to stories. Reading Research Quarterly, 24, 174-187.
32. Estes, W. K. (1986). Array models for category learning. Cognitive Psychology, 18, 500-549.
33. Excel Version 5.0 [Computer software]. (1993). Redmond, CA: Microsoft Corp.
34. Fillenbaum, S., & Rapoport, A. (1971). Structures in the subjective lexicon. New York: Academic Press.
35. Foltz P. W., Kintsch, W., & Landauer, T. K. (1993, January). An analysis of textual coherence using Latent Semantic Indexing. Paper presented at the meeting of the Society for Text and Discourse, Jackson, WY.
36. Furnas, G. W., Landauer, T. K., Gomez, L. M., & Dumais, S. T. (1983). Statistical semantics: Analysis of the potential performance of keyword information systems. Bell System Technical Journal, 62, 1753-1804.
37. Furnas, G. W., Landauer, T. K., Gomez, L. M., & Dumais, S. T. (1987). The vocabulary problem in human-system communication. Communications of the ACM, 30, 964-971.
38. Gallistel, C. R. (1990). The organization of learning. Cambridge, MA: MIT Press.
39. Georgopoulos, A. P. (1996). Motor cortex and cognitive processing. In M. Gazzaniga (Ed.), The cognitive neurosciences (pp. 507-512). Cambridge, MA: MIT Press.
40. Golub, G. H., Luk, F. T. & Overton, M. L. (1981). A block Lanczos method for computing the singular values and corresponding singular vectors of a matrix. ACM Transactions on Mathematical Software, 7, 149-169.
41. Goodman, N. (1972). Problems and projects. Indianapolis, IN: Bobbs-Merrill.
42. Grefenstette, G. (1994). Explorations in automatic thesaurus discovery. Boston: Kluwer Academic.
43. Harman D. (1986). An experimental study of the factors important in document ranking. In F. Rabitti (Ed.), Association for Computing Machinery 9th Conference on Research and Development in Information Retrieval (pp. 186-193). New York: Association for Computing Machinery.
44. Hintzman, D. L. (1986). "Schema abstraction" in a multiple-trace memory model. Psychological Review, 93, 411-428.
45. Holland, J. H., Holyoak, K. J., Nisbett, R. E., & Thagard, P. R. (1986). Induction: Processes of inference, learning, and discovery. Cambridge, MA: MIT Press.
46. Hopfield, J. J. (1982). Neural networks and physical systems with emergent collective computational abilities. Proceedings of the National Academy of Sciences, USA, 79, 2554-2558.
47. Jackendoff, R. S. (1992). Languages of the mind. Cambridge, MA: MIT Press.
48. Jenkins, J. R., Stein, M. L., & Wysocki, K. (1984). Learning vocabulary through reading. American Educational Research Journal, 21, 767-787.
49. Keil, F. C. (1989). Concepts, kinds and cognitive development. Cambridge. MA: MIT Press.
50. Kintsch, W. (1988). The role of knowledge in discourse comprehension: A construction-integration model. Psychological Review, 95, 163-182.
51. Kintsch, W., & Vipond, D. (1979). Reading comprehension and reading ability in educational practice and psychological theory. In L. G. Nilsson (Ed.), Perspectives of memory research (pp. 325-366). Hillsdale, NJ: Erlbaum.
52. Kucera, H., & Francis, W. N. (1967). Computational analysis of present-day English. Providence, RI: Brown University Press.
53. Landauer, T. K. (1986). How much do people remember: Some estimates of the quantity of learned information in long-term memory. Cognitive Science, 10, 477-493.
54. Landauer, T. K., & Dumais, S. T. (1994). Latent semantic analysis and the measurement of knowledge. In R. M. Kaplan & J. C. Burstein (Eds.), Educational testing service conference on natural language processing techniques and technology in assessment and education. Princeton, NJ: Educational Testing Service.
55. Landauer T. K., & Dumais, S. T. (1996). How come you know so much? From practical problem to theory. In D. Hermann, C. Hertzog, C. McEvoy, P. Hertel, & M. Johnson (Eds.), Basic and applied memory: Memory in context (pp. 105-126). Mahwah, NJ: Erlbaum.
56. Levy, E., & Nelson, K. (1994). Words in discourse: A dialectical approach to the acquisition of meaning and use. Journal of Child Language, 21, 367-389.
57. Lucy, J., & Shweder, R. (1979). Whorf and his critics: Linguistic and non-linguistic influences on color memory. American Anthropologist, 81, 113-128.
58. Lund, K., & Burgess, C. (in press). Hyperspace analog to language (HAL): A general model of semantic representation. Language and Cognitive Processes.
59. Lund, K., Burgess, C., & Atchley, R. A. (1995). Semantic and associative priming in high-dimensional semantic space. In J. D. Moore & J. F. Lehman (Ed.), Proceedings of the 17th annual meeting of the Cognitive Science Society (pp. 660-665). Pittsburgh, PA: Erlbaum.
60. Markman, E. M. (1994). Constraints on word meaning in early language acquisition, Lingua, 92, 199-227.
61. Marr, D. (1982). Vision. San Francisco: Freeman.
62. Mathematica [Computer software]. (1991). Champaign, IL: Wolfram Research Inc. Version 5.0
63. McNamara, D. S., Kintsch, E., Butler-Songer, N., & Kintsch, W. (1996). Are good texts always better? Text coherence, background knowledge, and levels of understanding in learning from text. Cognition and Instruction, 14, 1-43.
64. Medin, D. L., Goldstone, R. L., & Gentner, D. (1993). Respects for similarity. Psychological Review, 100, 254-278.
65. Michaelski, R. (1983). A theory and methodology of inductive learning. Artificial Intelligence, 20, 111-161.
66. Miller G. A. (1978). Semantic relations among words. In M. Halle, J. Bresnan, & G. A. Miller (Eds.), Linguistic theory and psychological reality (pp. 60-118). Cambridge, MA: MIT Press.
67. Miller, G. A. (1991). The science of words. New York: Scientific American Library.
68. Moyer, R. S., & Landauer, T. K. (1967). The time required for judgements of numerical inequality. Nature, 216, 159-160.
69. Murdock, B. B. (1993). TODAM2: A model for the storage and retrieval of item, associative, and serial-order information. Psychological Review, 100, 183-203.
70. Murphy, G. L., & Medin, D. L. (1985). The role of theories in conceptual coherence. Psychological Review, 92, 289-316.
71. Nagy, W., & Anderson, R. (1984). The number of words in printed school English. Reading Research Quarterly, 19, 304-330.
72. Nagy, W., Herman, P., & Anderson, R. (1985). Learning words from context. Reading Research Quarterly, 20, 223-253.
73. Nagy, W. E., & Herman, P. A. (1987). Breadth and depth of vocabulary knowledge: Implications for acquisition and instruction. In M. C. McKeown & M. E. Curtis (Eds.), The nature of vocabulary acquisition (pp. 19-35). Hillsdale, NJ: Erlbaum.
74. Osgood, C. E. (1971). Exploration in semantic space: A personal diary. Journal of Social Issues, 27, 5-64.
75. Osgood, C. E., Suci, G. J., & Tannenbaum, P. H. (1957). The measurement of meaning. Urbana: University of Illinois Press.
76. Osherson, D. N., Weinstein, S., & Stob, M. (1986). Systems that learn: An introduction to learning theory for cognitive and computer scientists. Cambridge, MA: MIT Press.
77. Pinker, S. (1990). The bootstrapping problem in language acquisition. In B. MacWhinney (Eds.), Mechanisms of Language Acquisition. Hillsdale, NJ: Erlbaum.
78. Pinker, S. (1994). The language instinct: how the mind creates language. New York: William Morrow and Co.
79. Pollio, H. R. (1968). Associative structure and verbal behavior. In T. R. Dixon & D. L. Horton (Eds.), Verbal behavior and general behavior theory (pp. 37-66). Englewood Cliffs, NJ: Prentice Hall.
80. Posner, M. I., & Keele, S. W. (1968). On the genesis of abstract ideas. Journal of Experimental Psychology, 77, 353-363.
81. Quine (1960). Word and object. Cambridge, MA: MIT Press.
82. Rapoport, A., & Fillenbaum, S. (1972). An experimental study of semantic structure. In A. K. Romney, R. N. Shepard, & S. B. Nerlove (Eds.), Multidimensional scaling: Theory and applications in the behavioral sciences (pp. 96-131). New York: Seminar Press.
83. Ratcliff, R., & McKoon, G. (1978). Priming in item recognition: Evidence for the propositional nature of sentences. Journal of Verbal Learning and Verbal Behavior, 17, 403-417.
84. Rayner, K., Pacht, J. M., & Duffy, S. A. (1994). Effects of prior encounter and global discourse bias on the processing of lexically ambiguous words: Evidence from eye fixations. Journal of Memory and Language, 33, 527-544.
85. Rescorla, R. A., & Wagner, A. R. (1972). A theory of Pavlovian conditioning: Variations in the effectiveness of reinforcement and non-reinforcement. In A. H. Black & W. F. Prokasy (Eds.), Classical conditioning II (pp. 64-99). New York: Appleton-Century-Crofts.
86. Rosch, E. (1978). Principles of categorization. In E. Rosch & B. B. Loyd (Eds.), Cognition and categorization (pp. 28-71). Hillsdale, NJ: Erlbaum.
87. Schütze, H. (1992a). Context space. In R. Goldman, P. Norvig, E. Charniak, & W. Gale (Eds.). Working notes of the fall symposium on probability and natural language (pp. 113-120). Cambridge, MA: American Association for Artificial Intelligence.
88. Schütze, H. (1992b). Dimensions of meaning. In Proceedings of Supercomputing '92 (pp. 787-796). New York: Association for Computing Machinery.
89. Schütze, H. & Pedersen, J. O. (1995). Information retrieval based on word senses. Fourth Annual Symposium on Document Analysis and Information Retrieval, 161-175.
90. Seashore, R. H. (1947). How many words do children know? The Packet, II, 3-17.
91. Shepard, R. N. (1987). Towards a universal law of generalization for psychological science. Science, 237, 1317-1323.
92. Smith, E. E., & Medin, D. L. (1981). Categories and concepts. Cambridge, MA: Harvard University Press.
93. Smith, M. (1941). Measurement of the size of general English vocabulary through the elementary grades and high school. Genetic Psychology Monographs, 24, 311-345.
94. Sternberg, R. J. (1987). Most vocabulary is learned from context. In M. G. McKeown & M. E. Curtis (Eds.), The nature of vocabulary acquisition (pp. 89-106). Hillsdale, NJ: Erlbaum.
95. Swinney, D. A. (1979). Lexical access during sentence comprehension: (Re)consideration of context effects. Journal of Verbal Learning and Verbal Behavior, 18, 546-659.
96. Taylor, B. M., Frye, B. J., & Maruyama, G. M. (1990). Time spent reading and reading growth. American Educational Research Journal, 27, 351-362.
97. Till, R. E., Mross, E. F., & Kintsch, W. (1988). Time course of priming for associate and inference words in discourse context. Memory and Cognition, 16, 283-299.
98. Tversky, A. (1977). Features of similarity. Psychological Review, 84, 327-352.
99. Tversky, A., & Gati, I. (1978). Studies of similarity. In E. Rosch & B. Lloyd (Eds.), Cognition and categorization (pp. 79-98). Hillsdale, NJ: Erlbaum.
100. Van Dijk, T. A., & Kintsch, W. (1983). Strategies of discourse comprehension. New York: Academic Press.
101. Vygotsky, L. S. (1968). Thought and language (A. Kozulin, Trans.). Cambridge, MA: MIT Press. (Original work published 1934)
102. Walker, D.E., & Amsler, R. A. (1986). The use of machine-readable dictionaries in sublanguage analysis. In R. Grisham (Eds.), Analyzing languages in restricted domains: Sublanguage description and processing. Hillsdale, NJ: Erlbaum.
103. Webster's third new international dictionary of the English language unabridged. (1964). Springfield, MA: G. & C. Merriam Co.
104. Young, R. K. (1968). Serial learning. In T. R. Dixon & D. L. Horton (Eds.), Verbal behavior and general behavior theory (pp. 122-148). Englewood Cliffs, NJ: Prentice Hall.