Developmental effects of typicality and superordinate property dominance on sentence verification

Typicality Effect and Category Structure in Spanish–English Bilingual Children and Adults

“…The internal structure of a semantic category includes a prototype at the core, which is the most central item representing the category. The prototype itself may be an idealized or abstract representation of the category (e.g., dog is a more prototypical or ideal representation than bat for the category "animals"; Keller, 1982;Rosch, 1973). Category members vary with respect to the number of attributes they share with the prototype (Rosch & Mervis, 1975).…”

Effects of Childhood Hearing Loss on Organization of Semantic Memory: Typicality and Relatedness

“…Age-related improvement might be related to increasing, and more robust, conceptual knowledge, particularly regarding the properties characterizing clothing and their relative importance (Duncan & Kellas, 1978;Keller, 1982;Schwanenflugel, Guth, & Bjorkland, 1986;Younger & Mekos, 1992). Age-related improvement might also be related to increased processing proficiency in selective attention and inhibition (Bjorklund, 2005).…”

“…In children, for example, typical items are classified as members of a category developmentally earlier than atypical items (Mervis, 1987;Whitney & Kunen, 1980). Developmental changes in category membership may be observed up to the preteen years and may reflect children's increasing 1) specification of the properties characterizing a category; 2) appreciation of the statistical regularities of, and intercorrelations among, properties; and 3) realization that some properties are more important to membership than others (Duncan & Kellas, 1978;Keller, 1982;Schwanenflugel, Guth, & Bjorklund, 1986;Younger & Mekos, 1992).…”

“…Age-related advances in relevant competencies might involve increasing conceptual knowledge, particularly regarding the properties characterizing clothing and their relative importance (Duncan & Kellas, 1978;Keller, 1982;Schwanenflugel, Guth, & Bjorklund, 1986;Younger & Mekos, 1992), and increasing proficiency in selective attention and inhibition (Bjorklund, 2005), particularly the ability to select and attend to relevant properties and ignore other properties. This initial research focused on participants who were considered successful hearing aid users and who attended regular classes (mainstreamed), with some support services.…”

What’s in a name? Typicality and relatedness effects in children

“…In children, typical items are classified as members of a category developmentally earlier than are atypical items (Mervis, 1989;Whitney & Kunen, 1983). Developmental changes in category membership may again be observed up to the preadolescent years and may reflect childrenÕs increasing (a) specification of the properties characterizing a category; (b) appreciation of the statistical regularities of, and intercorrelations among, properties; and (c) realization that some properties are more important to membership than are others (Duncan & Kellas, 1978;Keller, 1982;Schwanenflugel, Guth, & Bjorklund, 1986;Younger & Mekos, 1992).…”