Situation bounded conceptual organization in children: From action to spatial relations

Cognitive Development

Volumn 18, Issue 1, 2003, Pages 49-60

  Borghi, Anna M ^a   Caramelli, Nicoletta ^a  

^a UNIVERSITY OF BOLOGNA   (Italy)

Author keywords

Categorization; Conceptual development; Knowledge organization; Situated cognition; Thematic relations

Indexed keywords

EID: 0037266560     PISSN: 08852014     EISSN: None     Source Type: Journal    
DOI: 10.1016/S0885-2014(02)00161-2     Document Type: Article

References (35)

1. Barsalou, L. W. (1993). Flexibility, structure, and linguistic vagary in concepts: Manifestations of a compositional system of perceptual symbols. In A. F. Collins, S. E. Gathercole, M. A. Conway, & P. E. Morris (Eds.), Theories of memory (pp. 29-101). Hillsdale, NJ: Erlbaum.
2. Barsalou, L. W. (1999). Perceptual symbol systems. Behavioral and Brain Sciences, 22, 577-609.
3. Biederman, I. (1987). Recognition by components: A theory of human image understanding. Psychological Review, 94, 115-147.
4. Chaffin, R. (1992). The concept of a semantic relation. In E. Kittay & A. Lehrer (Eds.), Frames, fields and contrasts: New essays in lexical and semantic organization (pp. 253-288). Hillsdale, NJ: Erlbaum.
5. Chaffin, R. (1997). Associations to unfamiliar words: Learning the meanings of new words. Memory and Cognition, 25(2), 203-226.
6. Chaffin, R., & Herrmann, D. J. (1988). The nature of semantic relations: A comparison of two approaches. In M. Evens (Ed.), Relational models of the lexicon-representing knowledge in semantic networks (pp. 249-294). Cambridge: Cambridge University Press.
7. Chaffin, R., Herrmann, J., & Winston, M. (1988). An empirical taxonomy of part-whole relations: Effect of part-whole relation type on relation identification. Language and Cognitive Processes, 3(1), 17-48.
8. Collins, A. M., & Loftus, E. F. (1975). A spreading-activation theory of semantic processing. Psychological Review, 82, 407-428.
9. Fivush, R. (1987). Scripts and categories: Interrelationships in development. In U. Neisser (Ed.), Concepts and conceptual development: Ecological and intellectual factors in categorization (pp. 234-254). Cambridge: Cambridge University Press.
10. Gelman, R., & Bairgellon, R. (1983). A review of some Piagetian concepts. In J. H. Flavell & E. M. Markman (Eds.), Handbook of child psychology: Cognitive development (pp. 167-230). New York: Wiley.
11. Glenberg, A. M. (1997). What memory is for. Behavioral and Brain Sciences, 20, 1-55.
12. Greenacre, M., & Blasius, J. (1994). Correspondence analyses in the social sciences: Recent developments and applications. London: Academic Press.
13. Greene, T. R. (1994). What Kindergartners know about class inclusion hierarchies. Journal of Experimental Child Psychology, 57, 72-88.
14. Hair, J. F., Anderson, R. E., Tatham, R. L., & Black, W. C. (1992). Multivariate data analysis. New York: Macmillan.
15. Hampton, J. (1982). A demonstration of intransitivity in natural categories. Cognition, 12, 15-164.
16. Higginson, R., & MacWhinney, B. (1991). Childes/BIB. Hillsdale, NJ: Erlbaum.
17. Keil, F. C. (1989). Concepts, kinds, and cognitive development. Cambridge, MA: MIT Press.
18. Lassaline, M. E., Wisniewsky, E. J., & Medin, D. L. (1992). Basic levels in artificial and natural categories. In B. Burns (Ed.), Percepts, concepts and categories (pp. 327-378). Amsterdam: Elsevier.
19. Lin, E. L., & Murphy, G. L. (2001). Thematic relations in adults' concepts. Journal of Experimental Psychology: General, 130(1), 3-28.
20. Lucariello, J., Kyratzis, A., & Nelson, K. (1992). Taxonomic knowledge: What kind and when? Child Development, 63, 978-998.
21. Lucariello, J., & Nelson, K. (1985). Slot-filler categories as memory organizers for young children. Developmental Psychology, 21, 272-282.
22. Mandler, J. M. (1992). How to build a baby: II. Conceptual primitives. Psychological Review, 99, 587-604.
23. Mandler, J. M. (1998). The rise and fall of semantic memory. In M. A. Conway, S. E. Gathercole, & C. Cornoldi (Eds.), Theories of memory (Vol. II, pp. 147-169). Hove, UK: Psychology Press.
24. Markman, E. M. (1989). Categorization and naming in children: Problems of induction. Cambridge, MA: MIT Press.
25. Markman, E. M., & Callanan, M. A. (1984). An analysis of hierarchical classification. In R. J. Sternberg (Ed.), Advances in the psychology of human intelligence (pp. 325-365). Hillsdale, NJ: Erlbaum.
26. Markman, E. M., & Hutchinson, J. E. (1984). Children's sensitivity to constraints on word meaning: Taxonomic vs. thematic relations. Cognitive Psychology, 16, 1-27.
27. Nelson, K. (1986). Event knowledge. Structure and function in development. Hillsdale, NJ: Erlbaum.
28. Obsborne, G. J., & Calhoun, D. O. (1998). Themes, taxons, and trial types in children's matching to sample: Methodological considerations. Journal of Experimental Child Psychology, 68, 35-50.
29. Sell, M. A. (1992). The development of children's knowledge structure: Events, slots, and taxonomies. Journal of Child Language, 19, 659-676.
30. Smith, L. B. (1995). Stability and variability: The geometry of children's novel-word interpretations. In F. D. Abraham & A. R. Gilgen (Eds.), Chaos theory in psychology (pp. 53-72). London: Praeger.
31. Smith, L. B., & Samuelson, L. L. (1997). Perceiving and remembering: Category stability, variability and development. In K. Lamberts & D. Shanks (Eds.), Knowledge, concepts, and categories (pp. 161-195). Hove, UK: Psychology Press.
32. Thelen, E., & Smith, L. B. (1994). A dynamic systems approach to the development of cognition and action. Cambridge, MA: MIT Press.
33. Tversky, B., & Hemenway, K. (1984). Objects, parts, and categories. Journal of Experimental Psychology: General, 113, 169-193.
34. Waxman, S. R., & Kosowsky, T. D. (1990). Nouns mark category relations: Toddlers' and preschoolers' word-learning biases. Child Development, 61, 1461-1473.
35. Waxman, S. R., & Namy, L. L. (1997). Challenging the notion of a thematic preference in children. Developmental Psychology, 33, 555-567.