- New
-
Topics
- All Categories
- Metaphysics and Epistemology
- Value Theory
- Science, Logic, and Mathematics
- Science, Logic, and Mathematics
- Logic and Philosophy of Logic
- Philosophy of Biology
- Philosophy of Cognitive Science
- Philosophy of Computing and Information
- Philosophy of Mathematics
- Philosophy of Physical Science
- Philosophy of Social Science
- Philosophy of Probability
- General Philosophy of Science
- Philosophy of Science, Misc
- History of Western Philosophy
- Philosophical Traditions
- Philosophy, Misc
- Other Academic Areas
- Journals
- Submit material
- More
Fast-mapping children vs. slow-mapping adults: Assumptions about words and concepts in two literatures
Behavioral and Brain Sciences 24 (6):1112-1113 (2001)
Abstract
Research on children's and adults' concepts embodies very different assumptions of how concepts are structured, as reflected in their experimental designs. Developmental studies seem to assume that categories contain highly similar objects that can all be identified from one or two examples. If concepts are more like those tested in adult experiments, research on word learning may be misleading.Other Versions
No versions found
My notes
Similar books and articles
Are there wordlike concepts too?Christopher Gauker - 1998 - Behavioral and Brain Sciences 21 (1):70-71.
From numerical concepts to concepts of number.Lance J. Rips, Amber Bloomfield & Jennifer Asmuth - 2008 - Behavioral and Brain Sciences 31 (6):623-642.
Children's and adults' understanding of punishment and the criminal justice system.James Dunlea - 2020 - Journal of Experimental Social Psychology 87.
The other way to learn the meaning of a word.Sam Scott - 2001 - Behavioral and Brain Sciences 24 (6):1117-1118.
Learning colour words is slow: A cross-situational learning account.Paul Vogt & Andrew D. M. Smith - 2005 - Behavioral and Brain Sciences 28 (4):509-510.
Mapping Millikan's conceptual work onto (empirical) work by psychologists.Lloyd K. Komatsu - 1998 - Behavioral and Brain Sciences 21 (1):76-77.
A One-to-One Bias and Fast Mapping Support Preschoolers' Learning About Faces and Voices.Mariko Moher, Lisa Feigenson & Justin Halberda - 2010 - Cognitive Science 34 (5):719-751.
Individuation, Identity and Proper Names in Cognitive Development.Cristina M. Sorrentino - 1999 - Dissertation, Massachusetts Institute of Technology
Extensional assumptions in theories of meaning and concepts.Gregory L. Murphy - 1998 - Behavioral and Brain Sciences 21 (1):80-81.
Précis of how children learn the meanings of words.Paul Bloom - 2001 - Behavioral and Brain Sciences 24 (6):1095-1103.
Analytics
Added to PP
2009-01-28
Downloads
36 (#733,500)
6 months
3 (#1,291,427)
2009-01-28
Downloads
36 (#733,500)
6 months
3 (#1,291,427)
Historical graph of downloads
Citations of this work
Shifting senses in lexical semantic development.Hugh Rabagliati, Gary F. Marcus & Liina Pylkkänen - 2010 - Cognition 117 (1):17-37.
PhilPapers logo by Andrea Andrews and Meghan Driscoll.
This site uses cookies and Google Analytics (see our terms & conditions for details regarding the privacy implications). Use of this site is subject to terms & conditions.
All rights reserved by The PhilPapers Foundation
Server: philpapers-web-6dc498764b-82g67 uwo