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  1. The Development of Features in Object Concepts.Philippe G. Schyns, Robert L. Goldstone & Jean-Pierre Thibaut - 1998 - Behavioral and Brain Sciences 21 (1):1-17.
    According to one productive and influential approach to cognition, categorization, object recognition, and higher level cognitive processes operate on a set of fixed features, which are the output of lower level perceptual processes. In many situations, however, it is the higher level cognitive process being executed that influences the lower level features that are created. Rather than viewing the repertoire of features as being fixed by low-level processes, we present a theory in which people create features to subserve the representation (...)
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  • Recognition-by-Components: A Theory of Human Image Understanding.Irving Biederman - 1987 - Psychological Review 94 (2):115-147.
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  • SUSTAIN: A Network Model of Category Learning.Bradley C. Love, Douglas L. Medin & Todd M. Gureckis - 2004 - Psychological Review 111 (2):309-332.
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  • Induction and Categorization in Young Children: A Similarity-Based Model.Vladimir M. Sloutsky & Anna V. Fisher - 2004 - Journal of Experimental Psychology: General 133 (2):166-188.
  • From Perceptual Categories to Concepts: What Develops?Vladimir M. Sloutsky - 2010 - Cognitive Science 34 (7):1244-1286.
    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 (...)
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  • Image-Based Object Recognition in Man, Monkey and Machine.Michael J. Tarr & Heinrich H. Bülthoff - 1998 - Cognition 67 (1-2):1-20.
  • Early Noun Vocabularies: Do Ontology, Category Structure and Syntax Correspond?Larissa K. Samuelson & Linda B. Smith - 1999 - Cognition 73 (1):1-33.
  • Ontological Categories Guide Young Children's Inductions of Word Meaning: Object Terms and Substance Terms.Nancy N. Soja, Susan Carey & Elizabeth S. Spelke - 1991 - Cognition 38 (2):179-211.
  • Competitive Processes in Cross‐Situational Word Learning.Daniel Yurovsky, Chen Yu & Linda B. Smith - 2013 - Cognitive Science 37 (5):891-921.
    Cross-situational word learning, like any statistical learning problem, involves tracking the regularities in the environment. However, the information that learners pick up from these regularities is dependent on their learning mechanism. This article investigates the role of one type of mechanism in statistical word learning: competition. Competitive mechanisms would allow learners to find the signal in noisy input and would help to explain the speed with which learners succeed in statistical learning tasks. Because cross-situational word learning provides information at multiple (...)
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  • Constraints Children Place on Word Meanings.Ellen M. Markman - 1990 - Cognitive Science 14 (1):57-77.
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  • Semantic Facilitation in Bilingual First Language Acquisition.Samuel Bilson, Hanako Yoshida, Crystal D. Tran, Elizabeth A. Woods & Thomas T. Hills - 2015 - Cognition 140:122-134.
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  • The Role of Novelty in Early Word Learning.Emily Mather & Kim Plunkett - 2012 - Cognitive Science 36 (7):1157-1177.
    What mechanism implements the mutual exclusivity bias to map novel labels to objects without names? Prominent theoretical accounts of mutual exclusivity (e.g., Markman, 1989, 1990) propose that infants are guided by their knowledge of object names. However, the mutual exclusivity constraint could be implemented via monitoring of object novelty (see Merriman, Marazita, & Jarvis, 1995). We sought to discriminate between these contrasting explanations across two preferential looking experiments with 22-month-olds. In Experiment 1, infants viewed three objects: one name-known, two name-unknown. (...)
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  • Labels Can Override Perceptual Categories in Early Infancy.Kim Plunkett, Jon-Fan Hu & Leslie B. Cohen - 2008 - Cognition 106 (2):665-681.
  • Analyzing the Factors Underlying the Structure and Computation of the Meaning of Chipmunk, Cherry, Chisel, Cheese, and Cello.George S. Cree & Ken McRae - 2003 - Journal of Experimental Psychology: General 132 (2):163-201.
  • Categorical Structure Among Shared Features in Networks of Early-Learned Nouns.Thomas T. Hills, Mounir Maouene, Josita Maouene, Adam Sheya & Linda Smith - 2009 - Cognition 112 (3):381-396.
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  • Optimal Foraging in Semantic Memory.Thomas T. Hills, Michael N. Jones & Peter M. Todd - 2012 - Psychological Review 119 (2):431-440.