Basic-level category discriminations by 7- and 9-month-olds in an object examination task

Mareschal, Denis; Powell, Daisy; Volein, Ágnes

doi:10.1016/s0022-0965(03)00107-3

Cited by 58 publications

(36 citation statements)

References 36 publications

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“…Coders observed infants' behavior on each trial and recorded the duration of infants' looking at the toy. Often, in this procedure, only the portion of looking judged to be examining or focused attention is coded (Mandler & McDonough, 1998;Mareschal et al, 2003). Here, we chose to code overall looking rather than examining for two reasons.…”

Section: Methodsmentioning

confidence: 99%

“…Infants as young as 4 months attended to the distinction between dogs and cats when presented with pairs of pictures (Oakes & Ribar, 2005;Quinn et al, 1993), but it is not until 6 months or later that infants respond to this same distinction when tested with pictures presented one at a time (Oakes & Ribar, 2005) or in an object-examining task (Mareschal, Powell, & Volein, 2003).…”

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confidence: 99%

“…Obviously infants must compare items both when they are presented one-at-a-time and when they are presented in pairs. Despite the fact that some studies have shown infants attend to categorical distinctions only when items are presented in pairs (Oakes & Ribar, 2005;Reznick & Kagan, 1983;Younger & Furrer, 2003), many studies have shown that infants categorize stimuli presented one at a time (e.g., Mandler & McDonough, 1998;Mareschal et al, 2003;Oakes & Ribar, 2005). In these studies, infants must have compared items presented on different trials or else they would not have detected the similarities or differences among them.…”

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confidence: 99%

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Hold your horses: How exposure to different items influences infant categorization

Kovack-Lesh

Oakes

2007

Journal of Experimental Child Psychology

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We investigated how exposure to pairs of different items (as compared to pairs of identical items) influences 10-month-old infants' (N = 79) categorization of horses versus dogs in an object-examining task. Infants responded to an exclusive category when familiarized with pairs of different items, but not when familiarized with pairs of identical items (Experiment 1), even when the frequency of exposure to each item was controlled (Experiment 2). When familiarized with pairs of identical items, infants failed to show evidence of memory for the individual exemplars (Experiment 3). Reducing the retention interval between presentations of different items in the identical pairs condition facilitated infants' recognition of an exclusive categorical distinction (Experiment 4). These results are discussed in terms of how exposure to collections of different items, and how opportunities to compare items, influences infants' categorization.Every day people categorize as an efficient and effective way of organizing newly acquired information. Because infants are constantly exposed to new information, the ability to form categories may be especially important for them. Indeed, a large number of studies over the last 25 years has shown impressive categorization abilities in infancy

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Section: Methodsmentioning

confidence: 99%

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confidence: 99%

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confidence: 99%

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Hold your horses: How exposure to different items influences infant categorization

Kovack-Lesh

Oakes

2007

Journal of Experimental Child Psychology

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“…Finding persuasive tests of conceptual functioning in preverbal infants is challenging, particularly because the nonverbal looking-time tests often used to assess infant's knowledge can sometimes produce data due to online perceptual habituation (Mareschal et al 2003). One possible test is to show categorization in the face of little or no perceptual similarity among the relevant items.…”

Section: The Conceptual System Is Founded On Spatial Informationmentioning

confidence: 99%

The spatial foundations of the conceptual system

Mandler

2010

Lang Cognition

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This article proposes that the representation of concepts in infancy is in the form of spatial image-schemas. A mechanism that simplifies spatial information is described along with a small set of spatial primitives that are sufficient to account for the conceptualizations that preverbal infants use to interpret objects and events. This early system is important to understand because it organizes the adult conceptual system of objects and events and remains its core. With development, the system becomes enriched by language in several ways, and also by means of analogical extension to nonspatial information. Nonspatial bodily information, such as feelings of force and motor activity, is also added, but remains secondary. It becomes associated with spatial representations, but except for its spatial aspects is represented in a more inchoate and less accessible fashion.

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“…La diversidad de objetos convoca a la mente a categorizar; la mente reacciona pertinentemente para categorizar (BehlChadha, 1996;French et al, 2004;Mareschal y Quinn, 2001;Mareschal et al, 2003;Mareschal et al, 2005;Rakinson y Yermolayera, 2010).…”

Section: Entrada E Impresión: Observación Acción Y Categorizaciónunclassified

El método de la cognición incorporada / The method embodied cognition

Sanmartín

2013

soph

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La cognición incorporada entra en la visión epistemológica del realismo mínimo, es decir de cómo es el mundo independientemente de nosotros. Aquel enfoque implica la participación activa del sujeto, evitando el regreso al aristotelismo, con la adecuación del sujeto al objeto. El sujeto antes que inferir, que es un acto de impresión cognitiva, se informa, por lo que las entradas, a través de los sentidos, preforman el conocer. La metodología que sostiene y describe este proceso de entrada e inferencia, se la llama Botton-up y Top-down; el primero es ascendente y aferente y el segundo es descendente y eferente. Con esta metodología se afirma que la cognición incorporada es un realismo moderado, cuya categoría fundamental es la relación.

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Basic-level category discriminations by 7- and 9-month-olds in an object examination task

Cited by 58 publications

References 36 publications

Hold your horses: How exposure to different items influences infant categorization

Hold your horses: How exposure to different items influences infant categorization

The spatial foundations of the conceptual system

El método de la cognición incorporada / The method embodied cognition

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