Sentence and Word Complexity

Science  15 Jul 2011:
Vol. 333, Issue 6040, pp. 295-297
DOI: 10.1126/science.1210358

You are currently viewing the summary.

View Full Text

Via your Institution

Log in through your institution

Log in through your institution

This article has a correction. Please see:


Our understanding of human learning is increasingly informed by findings from multiple fields—psychology, neuroscience, computer science, linguistics, and education. A convergence of insights is forging a “new science of learning” within cognitive science, which promises to play a key role in developing intelligent machines (1, 2). A long-standing fundamental issue in theories of human learning is whether there are specialized learning mechanisms for certain tasks or spheres of activity (domains). For example, is learning how to open a door (turning the handle before pulling) the same kind of “learning” as putting up and taking down scaffolding (where disassembly must be done in the reverse order of assembly)? Surprisingly, this issue plays out within the domain of human language.