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How children know the relevant properties for generalizing object names
16 references·11 citing·32 second hop
How children know the relevant properties for generalizing object names (2002)How children know the relevant properties…Early noun vocabularies: do ontology, category structure and syntax correspond? (1999)Early noun vocabularies: do o…Naming in young children: a dumb attentional mechanism? (1996)Naming in young children: a d…Evidence for Representations of Perceptually Similar Natural Categories by 3-Month-Old and 4-Month-Old Infants (1993)Evidence for Representations …Macarthur Communicative Development Inventories (1992)Macarthur Communicative Devel…ALCOVE: An exemplar-based connectionist model of category learning. (1992)ALCOVE: An exemplar-based con…Ontological categories guide young children's inductions of word meaning: Object terms and substance terms (1991)Ontological categories guide …Categorization and naming in children: problems of induction (1990)Categorization and naming in …Concepts and Conceptual Development: Ecological and Intellectual Factors in Categorization (1989)Concepts and Conceptual Devel…Comments on Part I: Psychological essentialism (1989)Comments on Part I: Psycholog…The development of induction within natural kind and artifact categories (1988)The development of induction …Attention, similarity, and the identification-categorization relationship. (1986)Attention, similarity, and th…The role of theories in conceptual coherence. (1985)The role of theories in conce…Conceptual Change in Childhood (1985)Conceptual Change in ChildhoodContext theory of classification learning. (1978)Context theory of classificat…ON THE INTERNAL STRUCTURE OF PERCEPTUAL AND SEMANTIC CATEGORIES11This research was supported in part by a grant to the author (under her former name, Eleanor Rosch Heider) from the Foundations Fund for Research in Psychiatry # G67-392, in part by funds made available to the Child Study Center of Brown University from the Grant Foundation and from the National Institute of Neurological Diseases and Blindness, National Collaborative Project (Ph-43-68-13), and in part by research funds made available by the University of California at Berkeley (220 Grant #K9PF-429). I wish to thank Karl G. Heider for his help in the field in West Irian (Indonesian New Guinea), Dr. Robert Olton for assistance in carrying out Experiment 3, and Keith Burton, Randy Street, and Peter Lewitt who assisted with Experiment 4. Experiment 4 was performed with Dr. Richard Millward while the author was a research associate at Brown University. (1973)ON THE INTERNAL STRUCTURE OF …Fact, Fiction, and Forecast. (1955)Fact, Fiction, and Forecast.From Play to Language: Infants’ Actions on Objects Cascade to Word Learning (2022)From Play to Language: Infant…Exemplar Variability Facilitates Retention of Word Learning by Children With Specific Language Impairment (2017)Exemplar Variability Facilita…Individual differences in the shape bias in preschool children with specific language impairment and typical language development: theoretical and clinical implications (2014)Individual differences in the…Statistical Learning Mechanisms in Infancy (2013)Statistical Learning Mechanis…Relations Among Early Object Recognition Skills: Objects and Letters (2013)Relations Among Early Object …Rapid word learning in 13- and 17-month-olds in a naturalistic two-word procedure: Looking versus reaching measures (2011)Rapid word learning in 13- an…Attentional Learning and Flexible Induction: How Mundane Mechanisms Give Rise to Smart Behaviors (2008)Attentional Learning and Flex…Conceptual Development (2007)Conceptual DevelopmentTemperament, distraction, and learning in toddlerhood (2006)Temperament, distraction, and…An attentional learning account of the shape bias: Reply to Cimpian and Markman (2005) and Booth, Waxman, and Huang (2005). (2006)An attentional learning accou…Whose DAM account? Attentional learning explains Booth and Waxman (2003)Whose DAM account? Attentiona…Word and Object (1960)Thought and language (1962)Ontological Relativity and Other Essays (1969)Domain-specific knowledge and conceptual change (1994)A cross-linguistic study of early word meaning: universal ontology and linguistic influence (1997)Turning the tables: language and spatial reasoning (2002)Features of similarity. (1977)Exemplar dynamics (2001)Word learning as Bayesian inference. (2007)Darwin's mistake: Explaining the discontinuity between human and nonhuman minds (2008)Availability: A heuristic for judging frequency and probability (1973)Family resemblances: Studies in the internal structure of categories (1975)Norm theory: Comparing reality to its alternatives. (1986)A Continuum of Impression Formation, from Category-Based to Individuating Processes: Influences of Information and Motivation on Attention and Interpretation (1990)The Structure of Scientific Revolutions (1963)Theory and Methods of Scaling (1958)Toward a Universal Law of Generalization for Psychological Science (1987)The Career of Metaphor. (2005)Self-generated validity and other effects of measurement on belief, attitude, intention, and behavior. (1988)Self and Collective: Cognition and Social Context (1994)From Social to Political Identity: A Critical Examination of Social Identity Theory (2001)The empirical case for two systems of reasoning. (1996)Are Emotions Natural Kinds? (2006)Learning by Expanding (2014)On seeing human: A three-factor theory of anthropomorphism. (2007)The weirdest people in the world? (2010)The adaptive nature of human categorization. (1991)Individuation, relativity, and early word learning (2001)The faculty of language: what's special about it? (2005)Concept of emotion viewed from a prototype perspective. (1984)Ideals, central tendency, and frequency of instantiation as determinants of graded structure in categories. (1985)Culture and the categorization of emotions. (1991)
this work references cited by second hop

References

  • 1955Fact, Fiction, and Forecast.4,377 cited
  • 1985Conceptual Change in Childhood3,858 cited
  • 1978Context theory of classification learning.3,060 cited
  • 1985The role of theories in conceptual coherence.2,803 cited
  • 1986Attention, similarity, and the identification-categorization relationship.2,767 cited
  • 1992ALCOVE: An exemplar-based connectionist model of category learning.1,582 cited
  • 1973ON THE INTERNAL STRUCTURE OF PERCEPTUAL AND SEMANTIC CATEGORIES11This research was supported in part by a grant to the author (under her former name, Eleanor Rosch Heider) from the Foundations Fund for Research in Psychiatry # G67-392, in part by funds made available to the Child Study Center of Brown University from the Grant Foundation and from the National Institute of Neurological Diseases and Blindness, National Collaborative Project (Ph-43-68-13), and in part by research funds made available by the University of California at Berkeley (220 Grant #K9PF-429). I wish to thank Karl G. Heider for his help in the field in West Irian (Indonesian New Guinea), Dr. Robert Olton for assistance in carrying out Experiment 3, and Keith Burton, Randy Street, and Peter Lewitt who assisted with Experiment 4. Experiment 4 was performed with Dr. Richard Millward while the author was a research associate at Brown University.1,369 cited
  • 1989Concepts and Conceptual Development: Ecological and Intellectual Factors in Categorization1,207 cited
  • 1990Categorization and naming in children: problems of induction1,046 cited
  • 1991Ontological categories guide young children's inductions of word meaning: Object terms and substance terms719 cited
  • 1989Comments on Part I: Psychological essentialism

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673 cited
  • 1988The development of induction within natural kind and artifact categories551 cited
  • 1993Evidence for Representations of Perceptually Similar Natural Categories by 3-Month-Old and 4-Month-Old Infants509 cited
  • 1996Naming in young children: a dumb attentional mechanism?486 cited
  • 1999Early noun vocabularies: do ontology, category structure and syntax correspond?456 cited
  • 1992Macarthur Communicative Development Inventories347 cited
  • Cited by

    • 2006An attentional learning account of the shape bias: Reply to Cimpian and Markman (2005) and Booth, Waxman, and Huang (2005).106 cited
    • 2014Individual differences in the shape bias in preschool children with specific language impairment and typical language development: theoretical and clinical implications65 cited
    • 2006Temperament, distraction, and learning in toddlerhood58 cited
    • 2008Attentional Learning and Flexible Induction: How Mundane Mechanisms Give Rise to Smart Behaviors57 cited
    • 2007Conceptual Development47 cited
    • 2013Relations Among Early Object Recognition Skills: Objects and Letters45 cited
    • 2022From Play to Language: Infants’ Actions on Objects Cascade to Word Learning44 cited
    • 2011Rapid word learning in 13- and 17-month-olds in a naturalistic two-word procedure: Looking versus reaching measures40 cited
    • 2017Exemplar Variability Facilitates Retention of Word Learning by Children With Specific Language Impairment40 cited
    • 2003Whose DAM account? Attentional learning explains Booth and Waxman40 cited
    • 2013Statistical Learning Mechanisms in Infancy39 cited