Early Category and Concept Development : Making Sense of the Blooming, Buzzing Confusion PDF Download
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Author: David H. Rakison Assistant Professor of Psychology Carnegie Mellon University
Publisher: Oxford University Press, USA
ISBN: 9780195349535
Category : Psychology
Languages : en
Pages : 472
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Book Description
Whether or not infants' earliest perception of the world is a "blooming, buzzing, confusion," it is not long before they come to perceive structure and order among the objects and events around them. At the core of this process, and cognitive development in general, is the ability to categorize--to group events, objects, or properties together--and to form mental representations, or concepts, that encapsulate the commonalities and structure of these categories. Categorization is the primary means of coding experience, underlying not only perceptual and reasoning processes, but also inductive inference and language. The aim of this book is to bring together the most recent findings and theories about the origins and early development of categorization and conceptual abilities. Despite recent advances in our understanding of this area, a number of hotly debated issues remain at the center of the controversy over categorization. Researchers continue to ask questions such as: Which mechanisms for categorization are available at birth and which emerge later? What are the relative roles of perceptual similarity and nonobservable properties in early classification? What is the role of contextual variation in categorization by infants and children? Do different experimental procedures reveal the same kind of knowledge? Can computational models simulate infant and child categorization? How do computational models inform behavioral research? What is the impact of language on category development? How does language partition the world? This book is the first to address these and other key cuestions within a single volume. The authors present a diverse set of views representing cutting-edge empirical and theoretical advances in the field. The result is a thorough review of empirical contributions to the literature, and a wealth of fresh theoretical perspectives on early categorization.
Author: David H. Rakison Assistant Professor of Psychology Carnegie Mellon University
Publisher: Oxford University Press, USA
ISBN: 9780195349535
Category : Psychology
Languages : en
Pages : 472
Get Book Here
Book Description
Whether or not infants' earliest perception of the world is a "blooming, buzzing, confusion," it is not long before they come to perceive structure and order among the objects and events around them. At the core of this process, and cognitive development in general, is the ability to categorize--to group events, objects, or properties together--and to form mental representations, or concepts, that encapsulate the commonalities and structure of these categories. Categorization is the primary means of coding experience, underlying not only perceptual and reasoning processes, but also inductive inference and language. The aim of this book is to bring together the most recent findings and theories about the origins and early development of categorization and conceptual abilities. Despite recent advances in our understanding of this area, a number of hotly debated issues remain at the center of the controversy over categorization. Researchers continue to ask questions such as: Which mechanisms for categorization are available at birth and which emerge later? What are the relative roles of perceptual similarity and nonobservable properties in early classification? What is the role of contextual variation in categorization by infants and children? Do different experimental procedures reveal the same kind of knowledge? Can computational models simulate infant and child categorization? How do computational models inform behavioral research? What is the impact of language on category development? How does language partition the world? This book is the first to address these and other key cuestions within a single volume. The authors present a diverse set of views representing cutting-edge empirical and theoretical advances in the field. The result is a thorough review of empirical contributions to the literature, and a wealth of fresh theoretical perspectives on early categorization.
Author: David H. Rakison
Publisher: Oxford University Press
ISBN: 0190286598
Category : Psychology
Languages : en
Pages : 464
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Book Description
Whether or not infants' earliest perception of the world is a "blooming, buzzing, confusion," it is not long before they come to perceive structure and order among the objects and events around them. At the core of this process, and cognitive development in general, is the ability to categorize--to group events, objects, or properties together--and to form mental representations, or concepts, that encapsulate the commonalities and structure of these categories. Categorization is the primary means of coding experience, underlying not only perceptual and reasoning processes, but also inductive inference and language. The aim of this book is to bring together the most recent findings and theories about the origins and early development of categorization and conceptual abilities. Despite recent advances in our understanding of this area, a number of hotly debated issues remain at the center of the controversy over categorization. Researchers continue to ask questions such as: Which mechanisms for categorization are available at birth and which emerge later? What are the relative roles of perceptual similarity and nonobservable properties in early classification? What is the role of contextual variation in categorization by infants and children? Do different experimental procedures reveal the same kind of knowledge? Can computational models simulate infant and child categorization? How do computational models inform behavioral research? What is the impact of language on category development? How does language partition the world? This book is the first to address these and other key questions within a single volume. The authors present a diverse set of views representing cutting-edge empirical and theoretical advances in the field. The result is a thorough review of empirical contributions to the literature, and a wealth of fresh theoretical perspectives on early categorization.
Author: Michael Spivey
Publisher: Cambridge University Press
ISBN: 1139536141
Category : Psychology
Languages : en
Pages : 1297
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Book Description
Our ability to speak, write, understand speech and read is critical to our ability to function in today's society. As such, psycholinguistics, or the study of how humans learn and use language, is a central topic in cognitive science. This comprehensive handbook is a collection of chapters written not by practitioners in the field, who can summarize the work going on around them, but by trailblazers from a wide array of subfields, who have been shaping the field of psycholinguistics over the last decade. Some topics discussed include how children learn language, how average adults understand and produce language, how language is represented in the brain, how brain-damaged individuals perform in terms of their language abilities and computer-based models of language and meaning. This is required reading for advanced researchers, graduate students and upper-level undergraduates who are interested in the recent developments and the future of psycholinguistics.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309324882
Category : Social Science
Languages : en
Pages : 587
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Book Description
Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
Author: Susan Carey
Publisher:
ISBN: 0199838801
Category : Philosophy
Languages : en
Pages : 609
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Book Description
New in paperback-- A transformative book on the way we think about the nature of concepts and the relations between language and thought.
Author: Rochel Gelman
Publisher: Academic Press
ISBN: 0080538622
Category : Psychology
Languages : en
Pages : 473
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Book Description
Perceptual and Cognitive Development illustrates how the developmental approach yields fundamental contributions to our understanding of perception and cognition as a whole. The book discusses how to relate developmental, comparative, and neurological considerations to early learning and development, and it presents fundamental problems in cognition and language, such as the acquisition of a coherent, organized, and shared understanding of concepts and language. Discussions of learning, memory, attention, and problem solving are embedded within specific accounts of the neurological status of developing minds and the nature of knowledge. - Research advances and theoretical reorientations are updated in the Second Edition; the revision focuses more attention on the cognitive and biological sciences and neuroscience - Illustrates how the developmental approach can yield fundamental contributions to our understanding of perception and cognition as a whole - Discussions of learning, memory, and attention permeate individual chapters
Author: Frank C. Keil
Publisher: MIT Press
ISBN: 9780262610766
Category : Psychology
Languages : en
Pages : 352
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Book Description
In Concepts, Kinds, and Cognitive Development, Frank C. Keil provides a coherent account of how concepts and word meanings develop in children, adding to our understanding of the representational nature of concepts and word meanings at all ages. Keil argues that it is impossible to adequately understand the nature of conceptual representation without also considering the issue of learning. Weaving together issues in cognitive development, philosophy, and cognitive psychology, he reconciles numerous theories, backed by empirical evidence from nominal kinds studies, natural-kinds studies, and studies of fundamental categorical distinctions. He shows that all this evidence, when put together, leads to a better understanding of semantic and conceptual development. The book opens with an analysis of the problems of modeling qualitative changes in conceptual development, investigating how concepts of natural kinds, nominal kinds, and artifacts evolve. The studies on nominal kinds document a powerful and unambiguous developmental pattern indicating a shift from a reliance on global tabulations of characteristic features to what appears to be a small set of defining ones. The studies on natural kinds document an analogous shift toward a core theory instead of simple definition. Both sets of studies are strongly supported by cross cultural data. While these patterns seem to suggest that the young child organizes concepts according to characteristic features, Keil argues that there is a framework of conceptual categories and causal beliefs that enables even very young children to understand kinds at a deeper, theoretically guided, level. This account suggests a new way of understanding qualitative change and carries strong implications for how concepts are represented at any point in development. A Bradford Book
Author: Melissa Bowerman
Publisher: Cambridge University Press
ISBN: 9780521593588
Category : Language Arts & Disciplines
Languages : en
Pages : 276
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Book Description
Recent years have seen a revolution in our knowledge of how children learn to think and speak. In this volume, leading scholars from these rapidly evolving fields of research examine the relationship between child language acquisition and cognitive development. At first sight, advances in the two areas seem to have moved in opposing directions: the study of language acquisition has been especially concerned with diversity, explaining how children learn languages of widely different types, while the study of cognitive development has focused on uniformity, clarifying how children build on fundamental, presumably universal concepts. This book brings these two vital strands of investigation into close dialogue, suggesting a synthesis in which the process of language acquisition may interact with early cognitive development. It provides empirical contributions based on a variety of languages, populations and ages, and theoretical discussions that cut across the disciplines of psychology, linguistics and anthropology.
Author: Gregory Murphy
Publisher: MIT Press
ISBN: 0262632993
Category : Psychology
Languages : en
Pages : 564
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Book Description
Concepts embody our knowledge of the kinds of things there are in the world. Tying our past experiences to our present interactions with the environment, they enable us to recognize and understand new objects and events. Concepts are also relevant to understanding domains such as social situations, personality types, and even artistic styles. Yet like other phenomenologically simple cognitive processes such as walking or understanding speech, concept formation and use are maddeningly complex. Research since the 1970s and the decline of the "classical view" of concepts have greatly illuminated the psychology of concepts. But persistent theoretical disputes have sometimes obscured this progress. The Big Book of Concepts goes beyond those disputes to reveal the advances that have been made, focusing on the major empirical discoveries. By reviewing and evaluating research on diverse topics such as category learning, word meaning, conceptual development in infants and children, and the basic level of categorization, the book develops a much broader range of criteria than is usual for evaluating theories of concepts.
Author: Michael Tomasello
Publisher: Psychology Press
ISBN: 1317781813
Category : Language Arts & Disciplines
Languages : en
Pages : 465
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Book Description
Most research on children's lexical development has focused on their acquisition of names for concrete objects. This is the first edited volume to focus specifically on how children acquire their early verbs. Verbs are an especially important part of the early lexicon because of the role they play in children's emerging grammatical competence. The contributors to this book investigate: * children's earliest words for actions and events and the cognitive structures that might underlie them, * the possibility that the basic principles of word learning which apply in the case of nouns might also apply in the case of verbs, and the role of linguistic context, especially argument structure, in the acquisition of verbs. A central theme in many of the chapters is the comparison of the processes of noun and verb learning. Several contributors make provocative suggestions for constructing theories of lexical development that encompass the full range of lexical items that children learn and use.
