Fast-mapping children vs. slow-mapping adults: Assumptions about words and concepts in two literatures

Behavioral and Brain Sciences 24 (6):1112-1113 (2001)
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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.



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