Words as invitations to form categories: Evidence from 12- to 13-month-old infants

Cognitive Psychology

Volumn 29, Issue 3, 1995, Pages 257-302

  Waxman, Sandra R ^a   Markow, Dana B ^b  

^a NORTHWESTERN UNIVERSITY   (United States)

^b HARVARD UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; FEMALE; HUMAN; INFANT; LANGUAGE DEVELOPMENT; LEARNING; LINGUISTICS; MALE; PAIRED ASSOCIATE LEARNING; RECALL;

FEMALE; HUMANS; INFANT; LANGUAGE DEVELOPMENT; MALE; MENTAL RECALL; PAIRED-ASSOCIATE LEARNING; VERBAL LEARNING; VOCABULARY;

EID: 0029448298     PISSN: 00100285     EISSN: None     Source Type: Journal    
DOI: 10.1006/cogp.1995.1016     Document Type: Article

References (102)

1. Anglin, J. M. (1977). Word, object, and conceptual development. New York: Norton.
2. Au, T. K., Dapretto, M., & Song, Y. K. (1994). Input vs. constraints: Early word acquisition in Korean and English. Journal of Memory’ and Language, 33, 567-582.
3. Baillargeon, R. (1993). The object concept revisited: New directions in the investigation of infants’ physical knowledge. In C. E. Granrud (Ed.), Visual perception and cognition in infancy (pp. 265-315). Hillsdale, NJ: Erlbaum.
4. Baldwin, D. A., & Markman, E. M. (1989). Establishing word-object relations: a first step. Child Development, 60, 381-398.
5. Bates, E., Bretherton, I., & Snyder, L. (1988). From first words to grammar: Individual differences and dissociable mechanisms. New York: Cambridge Univ. Press.
6. Behrend, D. A. (1990). Constraints and development: A reply to Nelson (1988). Cognitive Development, 5, 313-330.
7. Berlin, B. (1973). The relation of folk systematics to biological classification and nomenclature. Annual Review of Systematics and Ecology, 4, 259-271.
8. Berlin, B. (1992). Ethnobiological classification. Princeton, NJ: Princeton Univ. Press.
9. Bloom, L., Tinker, E., & Margulis, C. (1993). The words children learn: Evidence against a noun bias in early vocabularies. Cognitive Development, 8, 431-450.
10. Bowerman, M. (1985). What shapes children’s grammars? In D. I. Slobin (Ed.), The crosslinguistic study of language acquisition. Vol. 2: Theoretical issues (pp. 1257-1319). Hillsdale, NJ: Erlbaum.
11. Brown, R. (1957). Linguistic determinism and the part of speech. Journal of Abnormal and Social Psychology, 55, 1-5.
12. Callanan, M. (1990). Parents’ descriptions of objects: Potential data for children’s inferences about category principles. Cognitive Development, 5, 105-122.
13. Carey, S. (1985). Conceptual change in childhood. Cambridge, MA: MIT Press.
14. Choi, S., & Bowerman, M. (1991). Learning to express motion events in English and Korean: The influence of language-specific lexicalization patterns. Cognition, 41, 83-121.
15. Dapretto, M., & Bjork, E. L. (1993, March). Words comprehended to words produced: A valid and reliable index of early lexical development. Poster presented at the 60th Biennial Meeting of the Society for Research in Child Development, New Orleans, LA.
16. D’Entremont, B., & Dunham, P. J. (1992). The noun-category bias phenomenon in 3-year-olds: Taxonomic constraint or translation? Cognitive Development, 7, 47-62.
17. Dixon, R. M. W. (1982). Where have all the adjectives gone? Berlin: Mouton Publishers.
18. Dromi, E. (1987). Early lexical development. Cambridge: Cambridge Univ. Press.
19. Echols, C. (1992, May). Developmental changes in attention to labeled events during the transition to language. Paper presented at the International Conference on Infancy Studies, Miami, FL.
20. Eimas, P. D., Siqueland, E., Jusczyk, P., & Vigorito, J. (1971). Speech perception in infants. Science, 171, 303-306.
21. Fenson, L., Cameron, M. S., & Kennedy, M. (1988). Role of perceptual and conceptual similarity in category matching at age two years. Child Development, 59, 897-907.
22. Femald, A. (1992). Meaningful melodies in mothers’ speech to infants. In H. Papousek, U. Jurgens, & M. Papousek (Eds.), Nonverbal vocal communication: Comparative and developmental approaches. Studies in emotion and social interaction (pp. 262-282). New York: Cambridge Univ. Press.
23. Fisher, C. (in press). Structural limits on verb mapping: The role of analogy in children’s interpretation of sentences. Cognitive Psychology.
24. Fisher, C., Hall, G., Rakowitz, S., & Gleitman, L. (1994). When it is better to receive than to give: syntactic and conceptual constraints on vocabulary growth. Lingua, 92, 333-376.
25. Gelman, S. A. (1988). The development of induction within natural kind and artifact categories. Cognitive Psychology, 20, 65-95.
26. Gelman, S. A., & Coley, J. D. (1990). The importance of knowing a dodo is a bird: categories and inferences in 2-year-old children. Developmental Psychology, 26, 796-804.
27. Gelman, S. A., & Markman, E. M, (1985). Implicit contrast in adjectives vs. nouns: Implications for word-learning in preschoolers. Journal of Child Language, 12, 125-143.
28. Gelman, S. A., & Markman, E. M. (1987). Young children’s inductions from natural kinds: The role of categories and appearances. Child Development, 58, 1532-1541.
29. Gentner, D. (1981). Verb semantic structures in memory for sentences: Evidence for componential representation. Cognitive Psychology, 13, 56-83.
30. Gentner, D. (1982). Why nouns are learned before verbs: Linguistic relativity versus natural partitioning. In S. Kuczaj (Ed.), Language development: Vol. 2, Language, thought, and culture (pp. 301-334). Hillsdale, NJ: Erlbaum.
31. Gentner, D., Rattermann, M. J., Kotovsky, L., & Markman, A. B. (in press). Two forces in the development of relational similarity. In G. Halford & T. Simon (Eds.), Developing cognitive competence: New approaches to process modeling. Hillsdale, NJ: Erlbaum.
32. Gentner, D., & Waxman, S. R. (1994, June). Perceptual and conceptual bootstrapping in early word meaning. Paper presented at the meeting of the International Conference on Infancy Studies, Paris, France.
33. Gleitman, L. R. (1990). The structural sources of word meaning. Language Acquisition, 1, 3-55.
34. Gleitman, L. R., Gleitman, H., Landau, B., & Wanner, E. (1986). Where learning begins: Initial representations for language learning. In F. Newmeyer (Ed.), The Cambridge linguistic suney. New York: Cambridge Univ. Press.
35. Goldfield, B. A., & Reznick, J. S. (1990). Early lexical acquisition: rate, content, and the vocabulary spurt. Journal of Child Language, 17, 171-183.
36. Goldin-Meadow, S., Seligman, M. E., & Gehnan, R. (1976). Language in the two-year-old. Cognition, 4, 189-202.
37. Golinkoff, R. M., Hirsh-Pasek, K., Cauley, K., & Gordon, L. (1987). The eyes have it: Lexical and syntactic comprehension in a new paradigm. Journal of Child Language, 14, 23-45.
38. Gopnik, A., & Choi, S. (1990). Do linguistic differences lead to cognitive differences? A crosslinguistic study of semantics and cognitive development. First Language, 10, 199-215.
39. Greenberg, J. H. (1963). Some universals of grammar with particular reference to the order of meaningful elements. In J. H. Greenberg (Ed.), Universals of language. Cambridge, MA: MIT Press.
40. Grimshaw, J. (1981). Form, function, and the language acquisition device. In C. L. Baker & J. Mc Carthy (Eds.), The logical problem of language acquisition. Cambridge, MA: MIT press.
41. Grimshaw, J. (1994). Lexical reconciliation. Lingua, 92, 411-430.
42. Hall, D. G. (1991). Acquiring proper nouns for familiar and unfamiliar animate objects: Two-year-olds’ word learning biases. Child Development, 62, 1142-1154.
43. Hall, D. G., & Waxman, S. R. (1993). Assumptions about word meaning: Individuation and basic-level kinds. Child Development, 64, 1550-1570.
44. Hall, D. G., Waxman, S. R., & Hurwitz, W. R. (1993). How two- and four-year-old children interpret adjectives and count nouns. Child Development. 64, 1651-1664.
45. Horton, M. S., & Markman, E. M. (1980). Developmental differences in the acquisition of basic and superordinate categories. Child Development. 51, 708-719.
46. Huttlenlocher, J., & Smiley, P. (1987). Early word meaning: The case of object names. Cognitive Psychology, 19, 63-89.
47. Imai, M., Gentner, D., & Uchida, N. (1994). Children’s theories of word meaning: The role of shape similarity in early acquisition. Cognitive Development, 9, 45-75.
48. Jackendoff, R. (1990). Semantic structures. Cambridge, MA: MIT Press.
49. Jusczyk, P., & Aslin, R. N. (in press). Infants’ detection of the sound patterns of words in fluent speech. Cognitive Psychology.
50. Katz, N., Baker, E., & Macnamara, J. (1974). What’s in a name? A study of how children learn common and proper names. Child Development, 45, 469-473.
51. Keil, F. C. (1987). Conceptual development and category structure. In U. Neisser (Ed.), Concepts and conceptual development: Ecological and intellectual factors in categorization (pp. 175-200). New York: Cambridge Univ. Press.
52. Landau, B., & Gleitman, L. R. (1985). Language and experience: Evidence from the blind child. Cambridge: Harvard Univ. Press.
53. Macnamara, J. (1982). Names for things. Cambridge, MA: MIT Press.
54. Mandler, J. M. (1988). How to build a baby: On the development of an accessible representational system. Cognitive Development, 3, 113-136.
55. Mandler, J. M. (1992). How to build a baby: II. Conceptual primitives. Psychological Review, 99, 587-604.
56. Mandler, J. M., & Bauer, P. J. (1988). The cradle of categorization: Is the basic level basic? Cognitive Development, 3, 237-264.
57. Mandler, J. M., Bauer, P. J., & Mc Donough, L. (1991). Separating the sheep from the goats: differentiating global categories. Cognitive Psychology, 23(2), 263-299.
58. Mandler, J. M., & Mc Donough, L. (1993). Concept formation in infancy. Cognitive Development. 8, 291-318.
59. Maratsos, M. (1991). How the acquisition of nouns may be different from that of verbs. In N. A. Krasnegor, D. M. Rumbaugh, R. L. Schiefelbusch, & M. Studdert-Kennedy (Eds.), Biological and behavioral determinants of language development (pp. 67-88). Hillsdale, NJ: Erlbaum.
60. Maratsos, M., & Chalkley, M. A. (1980). The internal language of children’s syntax: The ontogenesis and representation of syntactic categories. In K. Nelson (Ed.), Children’s language (Vol. 2). New York: Gardner Press.
61. Markman, E. M. (1989). Categorization and naming in children: Problems of induction. Cambridge, MA: MIT Press.
62. Markman, E. M. (1991). The whole object, taxonomic, and mutual exclusivity assumptions as initial constraints on word meanings. In S. A. Gelman & J. P. Byrnes (Eds.), Perspectives on Language and Cognition (pp. 72-106). Cambridge: Cambridge Univ. Press.
63. Markman, E. M. (1994). Constraints on word meaning in early language acquisition. Lingua. 92, 199-227.
64. Markman, E. M., & Hutchinson, J. E. (1984). Children’s sensitivity to constraints on word meaning: taxonomic vs. thematic relations. Cognitive Psychology, 16, 1-27.
65. Markow, D. B., & Waxman, S. R. (1994). The linkage between novel adjectives and object properties in twenty-one-month-olds. Manuscript in preparation.
66. Mervis, C. B. (1984). Early lexical development: the contributions of mother and child. In C. Sophian (Ed.), Origins of cognitive skills (pp. 339-370). Hillsdale, NJ: Erlbaum.
67. Mervis, C. B., & Crisafi, M. A. (1982). Order of acquisition of subordinate-, basic-, and superordinate-Ievel categories. Child Development, 83, 258-266.
68. Miller, G. A., & Johnson-Laird, P. N. (1976). Language and perception. Cambridge, MA: Harvard Univ. Press.
69. Murphy, G. L., & Medin, D. L. (1985). The role of theories in conceptual coherence. Psychological Review, 92, 289-316.
70. Naigles, L. (1990). Children use syntax to learn verb meanings. Journal of Child Language. 17, 357-374.
71. Nelson, K. (1973). Some evidence for the cognitive primacy of categorization and its functional basis. Merrill-Palmer Quarterly of Behavior and Development, 19, 21-39.
72. Nelson, K. (1988). Constraints on word learning? Cognitive Development, 3, 221-246.
73. Nelson, K. (1991). Concepts of meaning in language development. In N. A. Krasnegor, D. M. Rumbaugh, R. L. Schiefelbusch, & M, Studdert-Kennedy (Eds.), Biological and behavioral determinants of language development (pp. 89-115). Hillsdale, NJ: Erlbaum Assoc., Inc.
74. Newsome M., & Jusczyk, P. (1994, June). Infants’ ability to learn and parse words. Paper presented at the 127th Meeting of the Acoustical Society of America. Cambridge, MA.
75. Oakes, L. M., Madole, K. L., & Cohen, L. B. (1991). Infants’ object examining: habituation and categorization. Cognitive Development, 6, 377-392.
76. Pinker, S. (1984). Language learnability and language development. Cambridge, MA: Harvard Univ. Press.
77. Pinker, S. (1994). How could a child use verb syntax to learn verb semantics? Lingua. 92, 377-410.
78. Prasada, S. (1992). Acquisition of adjective meanings: A lexical semantic approach. Unpublished doctoral dissertation, Massachusetts Institute of Technology, Cambridge, MA.
79. Quinn, P. C., Eimas, P. D., & Rosenkrantz, S. L. (1993). Evidence for representations of perceptually similar natural categories by 3-month-old and 4-month-old infants. Perception, 22, 463-475.
80. Roberts, K. (1988). Retrieval of a basic-level category in pre-linguistic infants. Developmental Psychology, 24, 21-27.
81. Roberts, K., & Cuff, M. D. (1989). Categorization studies of 9- to 15-month-old infants: Evidence for superordinate categorization? Infant Behavior and Development, 12, 265-288.
82. Roberts, K., & Horowitz, F. D. (1986). Basic level categorization in seven- and nine-month-old infants. Journal of Child Language. 13, 191-208.
83. Roberts, K., & Jacob, M. (1991). Linguistic vs. attentional influences on nonlinguistic categorization in 15-month-old infants. Cognitive Development, 6(4), 355-375.
84. Rosch, E. (1978). Principles of categorization. In E. Rosch & B. B. Lloyd (Eds.), Cognition and categorization (pp. 27-48). Hillsdale, NJ: Erlbaum.
85. Rosch, E., Mervis, C. B., Gray, W. D., Johnson, D. M., & Boyes-Braem, P. (1976). Basic objects in natural categories. Cognitive Psychology, 8, 382-439.
86. Rosenthal, R., & Rosnow, R. (1985). Contrast analysis: Focused comparisons in the analysis of variance. Cambridge: Cambridge Univ. Press.
87. Ross, G. S. (1980). Categorization in 1- to 2-year olds. Developmental Psychology, 16, 391-396.
88. Ruff, H. A. (1986). Components of attention during infants’ manipulative exploration. Child Development. 57, 105-114.
89. Shipley, E. F. (1988). Categories, hierarchies and induction. Unpublished manuscript. University of Pennsylvania.
90. Soja, N., Carey, S., & Spelke, E. (1991). Ontological categories guide young children’s inductions about word meaning: Object terms and substance terms. Cognition, 38, 179-211.
91. Spelke, E. S. (1990). Principles of object perception. Cognitive Science, 14, 29-56.
92. Talmy, L. (1985). Lexicalization patterns: Semantic structure in lexical forms. In T. Shopen (Ed.), Language typology and syntactic description (Vol. 3) (pp. 57-149). Cambridge: Cambridge Univ. Press.
93. Taylor, M., & Gelman, S. A. (1988). Adjectives and nouns: Children’s strategies for learning new words. Child Development, 59, 411-419.
94. Waxman, S. R. (1990). Linguistic biases and the establishment of conceptual hierarchies: Evidence from preschool children. Cognitive Development, 5, 123-150.
95. Waxman, S. R. (1991). Convergences between semantic and conceptual organization in the preschool years. In S. A. Gelman & J. P. Byrnes, Perspectives on language and thought, (pp. 107-145). Cambridge: Cambridge Univ. Press.
96. Waxman, S. R. (1994). The development of an appreciation of specific linkages between linguistic and conceptual organization. Lingua, 92, 229-257.
97. Waxman, S. R., & Gelman, R. (1986). Preschoolers’ use of superordinate relations in classification and language. Cognitive Development, 1, 139-156.
98. Waxman, S. R., & Hall, D. G. (1993). The development of a linkage between count nouns and object categories: Evidence from 15 to 21 month old infants. Child Development, 64, 1224-1241.
99. Waxman, S. R, & Hatch, T. (1992). Beyond the basics: Preschool children label objects flexibly at multiple hierarchical levels. Journal of Child Language, 19, 153-166.
100. Waxman, S. R., & Kosowski, T. D. (1990). Nouns mark category relations: Toddlers’ and preschoolers’ word-learning biases. Child Development, 61, 1461-1473.
101. Wierzbicka, A. (1986). What’s in a noun? (or: How do nouns differ in meaning from adjectives). Studies in Language, 10, 353-389.
102. Woodward, A. L., Markman, E. M., & Fitzsimmons, C. M. (1994). Rapid word-learning in 13- and 18-month-olds. Developmental Psychology, 553-566.