Cognitive Science 34 (7):1244-1286 (2010)
People are remarkably smart: They use language, possess complex motor skills, make nontrivial inferences, develop and use scientific theories, make laws, and adapt to complex dynamic environments. Much of this knowledge requires concepts and this study focuses on how people acquire concepts. It is argued that conceptual development progresses from simple perceptual grouping to highly abstract scientific concepts. This proposal of conceptual development has four parts. First, it is argued that categories in the world have different structure. Second, there might be different learning systems that evolved to learn categories of differing structures. Third, these systems exhibit differential maturational course, which affects how categories of different structures are learned in the course of development. And finally, an interaction of these components may result in the developmental transition from perceptual groupings to more abstract concepts. This study reviews a large body of empirical evidence supporting this proposal
|Keywords||Conceptual development Concepts Cognitive neuroscience Category learning Cognitive development|
|Categories||categorize this paper)|
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Citations of this work BETA
On the Spatial Foundations of the Conceptual System and Its Enrichment.Jean M. Mandler - 2012 - Cognitive Science 36 (3):421-451.
The Big Concepts Paper: A Defence of Hybridism.Vicente Agustín & Manrique Fernando Martínez - 2014 - British Journal for the Philosophy of Science (1):axu022.
The Acquisition of Boolean Concepts.Geoffrey P. Goodwin & Philip N. Johnson-Laird - 2013 - Trends in Cognitive Sciences 17 (3):128-133.
Categorization is Modulated by Transcranial Direct Current Stimulation Over Left Prefrontal Cortex.Gary Lupyan, Daniel Mirman, Roy Hamilton & Sharon L. Thompson-Schill - 2012 - Cognition 124 (1):36-49.
iMinerva: A Mathematical Model of Distributional Statistical Learning.Erik D. Thiessen & Philip I. Pavlik - 2013 - Cognitive Science 37 (2):310-343.
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