Categorization and Naming in Children PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Categorization and Naming in Children PDF full book. Access full book title Categorization and Naming in Children by Ellen M. Markman. Download full books in PDF and EPUB format.
Author: Ellen M. Markman
Publisher: MIT Press (MA)
ISBN: 9780262132398
Category : FAMILY & RELATIONSHIPS
Languages : en
Pages : 250
Get Book Here
Book Description
In this landmark work on early conceptual and lexical development Ellen Markman challenges the fundamental assumptions of traditional theories of language acquisition and proposes a new notion of how children acquire categories.
Author: Ellen M. Markman
Publisher: MIT Press (MA)
ISBN: 9780262132398
Category : FAMILY & RELATIONSHIPS
Languages : en
Pages : 250
Get Book Here
Book Description
In this landmark work on early conceptual and lexical development Ellen Markman challenges the fundamental assumptions of traditional theories of language acquisition and proposes a new notion of how children acquire categories.
Author: Ellen M. Markman
Publisher: MIT Press
ISBN: 9780262631365
Category : Computers
Languages : en
Pages : 268
Get Book Here
Book Description
In this landmark work on early conceptual and lexical development, Ellen Markman challenges the fundamental assumptions of traditional theories of language acquisition and proposes a new notion of how children acquire categories.
Author: Caio Flávio Miguel
Publisher:
ISBN:
Category : Categorization (Psychology) in children
Languages : en
Pages : 256
Get Book Here
Book Description
Author: Robert J. Glushko
Publisher: "O'Reilly Media, Inc."
ISBN: 1491911719
Category : Computers
Languages : en
Pages : 743
Get Book Here
Book Description
Note about this ebook: This ebook exploits many advanced capabilities with images, hypertext, and interactivity and is optimized for EPUB3-compliant book readers, especially Apple's iBooks and browser plugins. These features may not work on all ebook readers. We organize things. We organize information, information about things, and information about information. Organizing is a fundamental issue in many professional fields, but these fields have only limited agreement in how they approach problems of organizing and in what they seek as their solutions. The Discipline of Organizing synthesizes insights from library science, information science, computer science, cognitive science, systems analysis, business, and other disciplines to create an Organizing System for understanding organizing. This framework is robust and forward-looking, enabling effective sharing of insights and design patterns between disciplines that weren’t possible before. The Professional Edition includes new and revised content about the active resources of the "Internet of Things," and how the field of Information Architecture can be viewed as a subset of the discipline of organizing. You’ll find: 600 tagged endnotes that connect to one or more of the contributing disciplines Nearly 60 new pictures and illustrations Links to cross-references and external citations Interactive study guides to test on key points The Professional Edition is ideal for practitioners and as a primary or supplemental text for graduate courses on information organization, content and knowledge management, and digital collections. FOR INSTRUCTORS: Supplemental materials (lecture notes, assignments, exams, etc.) are available at http://disciplineoforganizing.org. FOR STUDENTS: Make sure this is the edition you want to buy. There's a newer one and maybe your instructor has adopted that one instead.
Author: Vissy Viviane Kobari-Wright
Publisher:
ISBN:
Category :
Languages : en
Pages : 132
Get Book Here
Book Description
The purpose of the current study was to examine the role of listener training in the development of naming (the transfer from speaker to listener behavior and vice versa) and novel categorization on children diagnosed with autism. Participants included two girls, five and four years of age, and two boys both five years of age, diagnosed with autism. The effects of listener training were evaluated using a non-concurrent multiple-baseline across participants design. Three of the children, who did not categorize or emit the speaker behavior (tacts) correctly during pretraining were able to do so during posttraining probes. After acquiring the listener behavior, the fourth participant required that the tact be trained directly in order to categorize the stimuli. These results suggest that listener training alone may be an efficient way to produce novel categorization in some children diagnosed with autism, and that naming plays a crucial role in doing so.
Author: Emmanuel M. Pothos
Publisher: Cambridge University Press
ISBN: 1139493973
Category : Psychology
Languages : en
Pages : 349
Get Book Here
Book Description
The process of constructing concepts underpins our capacity to encode information in an efficient and competent manner and also, ultimately, our ability to think in terms of abstract ideas such as justice, love and happiness. But what are the mechanisms which correspond to psychological categorization processes? This book unites many prominent approaches in modelling categorization. Each chapter focuses on a particular formal approach to categorization, presented by the proponent(s) or advocate(s) of that approach, and the authors consider the relation of this approach to other models and the ultimate objectives in their research programmes. The volume evaluates progress that has been made in the field and where it goes from here. This is an essential companion to any scientist interested in the formal description of categorization and, more generally, in formal approaches to cognition. It will be the definitive guide to formal approaches in categorization research for years to come.
Author: Olivier Houdé
Publisher: Cambridge University Press
ISBN: 1108540244
Category : Psychology
Languages : en
Pages : 727
Get Book Here
Book Description
How does cognition develop in infants, children and adolescents? This handbook presents a cutting-edge overview of the field of cognitive development, spanning basic methodology, key domain-based findings and applications. Part One covers the neurobiological constraints and laws of brain development, while Part Two covers the fundamentals of cognitive development from birth to adulthood: object, number, categorization, reasoning, decision-making and socioemotional cognition. The final Part Three covers educational and school-learning domains, including numeracy, literacy, scientific reasoning skills, working memory and executive skills, metacognition, curiosity-driven active learning and more. Featuring chapters written by the world's leading scholars in experimental and developmental psychology, as well as in basic neurobiology, cognitive neuroscience, computational modelling and developmental robotics, this collection is the most comprehensive reference work to date on cognitive development of the twenty-first century. It will be a vital resource for scholars and graduate students in developmental psychology, neuroeducation and the cognitive sciences.
Author: Paul Bloom
Publisher: MIT Press
ISBN: 9780262523295
Category : Psychology
Languages : en
Pages : 324
Get Book Here
Book Description
How do children learn that the word "dog" refers not to all four-legged animals, and not just to Ralph, but to all members of a particular species? How do they learn the meanings of verbs like "think," adjectives like "good," and words for abstract entities such as "mortgage" and "story"? The acquisition of word meaning is one of the fundamental issues in the study of mind. According to Paul Bloom, children learn words through sophisticated cognitive abilities that exist for other purposes. These include the ability to infer others' intentions, the ability to acquire concepts, an appreciation of syntactic structure, and certain general learning and memory abilities. Although other researchers have associated word learning with some of these capacities, Bloom is the first to show how a complete explanation requires all of them. The acquisition of even simple nouns requires rich conceptual, social, and linguistic capacities interacting in complex ways. This book requires no background in psychology or linguistics and is written in a clear, engaging style. Topics include the effects of language on spatial reasoning, the origin of essentialist beliefs, and the young child's understanding of representational art. The book should appeal to general readers interested in language and cognition as well as to researchers in the field.
Author: Mary Esther Brown
Publisher:
ISBN:
Category : Categorization (Psychology) in children
Languages : en
Pages : 232
Get Book Here
Book Description
Author: Ginger L. Kelso
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 167
Get Book Here
Book Description
Children's language and world knowledge grows explosively in the preschool years. One critical contributor to this growth is their developing ability to infer relations beyond those that have been directly taught or modeled. Categorization is one type of skill commonly taught in preschool in which inference is an important aspect. This study explored the development of specific types of inferences within a categorization relation: those among naming items and categories, selecting items based on their names and categories, and answering questions that relate names and categories. Children learned names and categories for a set of unfamiliar cartoon characters through one of two training protocols: (a) Listener training involved selecting a picture upon hearing an item name or category; (b) Expressive training involved saying an item name or category upon seeing a picture. Following training, we tested whether children derived several kinds of untrained responses. Those children who received Expressive training (saying names) completed tests of listener responses (selecting pictures); similarly, those children who received Listener training (selecting pictures) completed tests of expressive responses (saying names). Next, children answered oral questions in the absence of pictures. Results show that children receiving Expressive and Listener training produce naming and question answering responses at levels above chance. However, many children failed to answer all questions correctly. The Expressive group produced naming and question answering responses at significantly higher levels than the Listener group. This suggests that Listener training is a weaker form of instruction when the goal of instruction is the production of untrained responses. However, these results are tentative because unequal proportions of children completed each type of training. Finally, we examined the relationship between naming and question answering. Few children answered questions at a higher level than they produced names. This study shows that children learn to infer responses from both Listener and Expressive trainings. This study also suggests that naming and question answering responses are related responses. The current study highlights the need for later research on teaching inference skills such as naming and question answering to those who do not develop them in the absence of specific instruction.
