By Ellen M Markman

During this landmark paintings on early conceptual and lexical improvement, Ellen Markman explores the interesting challenge of the way little ones be successful on the activity of inducing suggestions. sponsored through large experimental effects, she demanding situations the basic assumptions of conventional theories of language acquisition and proposes that a collection of constraints or rules of induction permits young ones to successfully combine wisdom and to urge information regarding new examples of customary different types.

Ellen M. Markman is Professor of Psychology at Stanford college.

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Extra info for Categorization and Naming in Children: Problems of Induction (Learning, Development, and Conceptual Change)

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As a consequence, when they failed to figure out the rule, they had, in addition, lost specific information about the instances. The other subjects were forced to learn a name for each instance and therefore recalled the specific instances quite well. " Each new instance might remind them of one or more of the other instances and therefore would be classified along with it. Brooks considers when this kind of analogical reasoning might be more efficient than trying to figure out the defining rule.

Repeatedly; in many different kinds of studies, children prefer to organize objects into eventlike structures. They find the causal, temporal, and spatial relations between objects of interest, and their attention is drawn to these relations. Why is it, then, that in learning category labels children do not assume they refer to thematic relations? The Taxonomic and Whole Object Assumptions Thus, to return to Quine's problem of induction, we are faced with a kind of paradox. Children seem to readily learn terms that refer to object categories.

I conclude the chapter by considering three different kinds of explanations for the existence of family resemblances. The Classical View of Categories Until recently most theories of conceptual organization have assumed the classical view of concepts that was discussed in chapter 1 (see also Smith and Medin 1981). The main assumptions of this view are that for any given categor)T, one can specify criteria that define the categor)', and that all objects that are members of the category satisfy the criteria.

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