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1. Polar Coded Repetition

   https://doi.org/10.1109/TCOMM.2022.3204286  

   Abbasi, Fariba; Mahdavifar, Hessam; Viterbo, Emanuele (October 2022, IEEE Transactions on Communications)
2. The effects of repetition on belief in naturalistic settings.

   https://doi.org/10.1037/xge0001211  

   Fazio, Lisa K.; Pillai, Raunak M.; Patel, Deep (March 2022, Journal of Experimental Psychology: General)
3. Learning Repetition, but not Syllable Reversal

   https://doi.org/10.3765/amp.v9i0.4912  

   Moreton, Elliott; Prickett, Brandon; Pertsova, Katya; Fennell, Josh; Pater, Joe; Sanders, Lisa (May 2021, Proceedings of the Annual Meetings on Phonology)

   null (Ed.)

   Reduplication is common, but analogous reversal processes are rare, even though reversal, which involves nested rather than crossed dependencies, is less complex on the Chomsky hierarchy. We hypothesize that the explanation is that repetitions can be recognized when they match and reactivate a stored trace in short-term memory, but recognizing a reversal requires rearranging the input in working memory before attempting to match it to the stored trace. Repetitions can thus be recognized, and repetition patterns learned, implicitly, whereas reversals require explicit, conscious awareness. To test these hypotheses, participants were trained to recognize either a reduplication or a syllable-reversal pattern, and then asked to state the rule. In two experiments, above-chance classification performance on the Reversal pattern was confined to Correct Staters, whereas above-chance performance on the Reduplication pattern was found with or without correct rule-stating. Final proportion correct was positively correlated with final response time for the Reversal Correct Staters but no other group. These results support the hypothesis that reversal, unlike reduplication, requires conscious, time-consuming computation. 

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4. Harnessing the Power of Repetition Structure in Ultra-Narrowband IoT

   https://doi.org/10.1109/SPAWC53906.2023.10304468  

   Peppas, Spyridon; Karakasis, Paris A; Sidiropoulos, Nicholas D; Cabric, Danijela (September 2023, IEEE)

   NA (Ed.)

   In this paper, we present a method for decoding uplink messages in Internet of Things (IoT) networks that employ packet repetition. We focus on the Sigfox protocol, but our approach is applicable to other IoT protocols that employ message repetition. Our approach endeavors to enhance the reliability of message capture as well as the error rate performance at the base station. To achieve this goal, we propose a novel technique that capitalizes on the unique features of the IoT network’s uplink transmission structure. Through simulations, we demonstrate the effectiveness of our method in various scenarios, including single-user and multi-user setups. We establish the resilience of our approach under higher system loads and interference conditions, showcasing its potential to improve IoT network performance and reliability even when a large number of devices operates over limited spectrum. Our findings reveal the potential of the proposed method as a promising solution for enabling more dependable and energy-efficient communication in IoT Low Power Wide Area Networks. 

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5. Repetition Versus Variability in Verb Learning: Sometimes Less Is More

   https://doi.org/10.1044/2021_JSLHR-21-00091  

   Horvath, Sabrina; Arunachalam, Sudha (November 2021, Journal of Speech, Language, and Hearing Research)

   Purpose This study examined whether 2-year-olds are better able to acquire novel verb meanings when they appear in varying linguistic contexts, including both content nouns and pronouns, as compared to when the contexts are consistent, including only content nouns. Additionally, differences between typically developing toddlers and late talkers were explored. Method Forty-seven English-acquiring 2-year-olds ( n = 14 late talkers, n = 33 typically developing) saw scenes of actors manipulating objects. These actions were labeled with novel verbs. In the varied condition, children heard sentences containing both content nouns and pronouns (e.g., “The girl is ziffing the truck. She is ziffing it!”). In the consistent condition, children heard the verb an equal number of times, but only with content nouns (e.g., “The girl is ziffing the truck. The girl is ziffing the truck!”). At test, children were shown two new scenes and were asked to find the novel verb's referent. Children's eye gaze was analyzed as a measure of learning. Results Mixed-effects regression analyses revealed that children looked more toward the correct scene in the consistent condition than the varied condition. This difference was more pronounced for late talkers than for typically developing children. Conclusion To acquire an initial representation of a new verb's meaning, children, particularly late talkers, benefit more from hearing the verb in consistent linguistic contexts than in varying contexts. 

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