Beyond labeling: The role of maternal input in the acquisition of richly structured categories

Monographs of the Society for Research in Child Development

Volumn 63, Issue 1, 1998, Pages

  Gelman, Susan A ^a   Coley, John D ^a   Rosengren, Karl S ^a   Hartman, Erin ^a   Pappas, Athina ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 17544392523     PISSN: 0037976X     EISSN: None     Source Type: Journal    
DOI: 10.2307/1166211     Document Type: Article

References (180)

1. Acredolo, L., & Goodwyn, S. (1988). Symbolic gesturing in normal infants. Child Development, 59, 450-466.
2. Adams, A. K., & Bullock, D. (1986). Apprenticeship in word use: Social convergence processes in learning categorically related nouns. In S. A. Kuczaj & M. D. Barrett (Eds.), The development of word meaning. New York: Springer.
3. Alibali, M. W., & Goldin-Meadow, S. (1993). Gesture-speech mismatch and mechanisms of learning: What the hands reveal about a child's state of mind. Cognitive Psychology, 25, 468-523.
4. Atran, S. (1990). Cognitive foundations of natural history: Towards an anthropology of science. Cambridge: Cambridge University Press.
5. Au, T. L., Sidle, A. L., & Rollins, K. B. (1993). Developing an intuitive understanding of conservation and contamination: Invisible particles as a plausible mechanism. Developmental Psychology, 29, 286-299.
6. Backscheider, A. B., Coley, J. C., & Gutheil, D. G. (1991, April). The role of insides and behavior in predicting animals' appearance. Paper presented at the meeting of the Society for Research in Child Development, Seattle.
7. Backscheider, A. B., Shatz, M., & Gelman, S. A. (1993). Preschoolers' ability to distinguish living kinds as a function of regrowth. Child Development, 64, 1242-1257.
8. Balaban, M. T., & Waxman, S. R. (1997). Do word labels facilitate categorization in 9-month-old infants? Journal of Experimental Child Psychology, 64, 3-26.
9. Baldwin, D. A., & Markman, E. M. (1989). Establishing word-object relations: A first step. Child Development, 60, 381-398.
10. Baldwin, D. A., Markman, E. M., & Melartin, R. L. (1993). Infants' ability to draw inferences about nonobvious object properties: Evidence from exploratory play. Child Development, 64, 711-728.
11. Barrett, S. E., Abdi, H., Murphy, G. L., & Gallagher, J. M. (1993). Theory-based correlations and their role in children's concepts. Child Development, 64, 1595-1616.
12. Barton, M. E., & Tomasello, M. (1994). The rest of the family: The role of fathers and siblings in early language development. In C. Gallaway & B. J. Richards (Eds.), Input and interaction in language acquisition. Cambridge: Cambridge University Press.
13. Bartsch, K., & Wellman, H. M. (1995). Children talk about the mind. New York: Oxford University Press.
14. Bates, E., Benigni, L., Bretherton, I., Camaioni, L., & Volterra, V. (1979). The emergence of symbols: Cognition and communication in infancy. New York: Academic.
15. Blewitt, P. (1983). Dog vs. collie: Vocabulary in speech to young children. Developmental Psychology, 19, 602-609.
16. Blewitt, P., & Toppino, T. C. (1991). The development of taxonomic structure in lexical memory. Journal of Experimental Child Psychology, 51, 296-319.
17. Bloom, P. (1996). Intention, history, and artifact concepts. Cognition, 60, 1-29.
18. Brewer, W., & Samarapungavan, A. (1991). Children's theories vs. scientific theories: Differences in reasoning or differences in knowledge? In R. Hoffman & D. Palermo (Eds.), Cognition and the symbolic processes. Hillsdale, NJ: Erlbaum.
19. Callanan, M. A. (1985). How parents label objects for young children: The role of input in the acquisition of category hierarchies. Child Development, 56, 508-523.
20. Callanan, M. A. (1989). Development of object categories and inclusion relations: Preschoolers' hypotheses about word meanings. Developmental Psychology, 25, 207-216.
21. Callanan, M. A. (1990). Parents' descriptions of objects: Potential data for children's inferences about category principles. Cognitive Development, 5, 101-122.
22. Callanan, M. A. (1991). Parent-child collaboration in young children's understanding of category hierarchies. In S. A. Gelman & J. P. Byrnes (Eds.), Perspectives on language and thought: Interrelations in development. Cambridge: Cambridge University Press.
23. Callanan, M. A., & Oakes, L. M. (1992). Preschoolers' questions and parents' explanations: Causal thinking in everyday activity. Cognitive Development, 7, 213-233.
24. Carey, S. (1978). The child as word learner. In M. Halle, J. Bresnan, & G. A. Miller (Eds.), Linguistic theory and psychological reality. Cambridge, MA: MIT Press.
25. Carey, S. (1985). Conceptual change in childhood. Cambridge, MA: MIT Press.
26. Carey, S. (1995). On the origins of causal understanding. In D. Sperber, D. Premack, & A. J. Premack (Eds.), Causal cognition: A multidisciplinary debate. Oxford: Clarendon.
27. Carlson, G. N. (1977). A unified analysis of the English bare plural. Linguistics and Philosophy, 1, 413-457.
28. Carlson, G. N., & Pelletier, F. J. (1995). The generic book. Chicago: University of Chicago Press.
29. Clark, H. (1992). Arenas of language use. Chicago: University of Chicago Press.
30. Dahl, O. (1975). On generics. In E. L. Keenan (Ed.), Formal semantics of natural language. Cambridge: Cambridge University Press.
31. Davidson, N. S., & Gelman, S. A. (1990). Inductions from novel categories: The role of language and conceptual structure. Cognitive Development, 5, 151-176.
32. Deák, G., & Bauer, P. J. (1995). The effects of task comprehension on preschoolers' and adults' categorization choices. Journal of Experimental Child Psychology, 60, 393-427.
33. DeLoache, J. S., & DeMendoza, O. A. P. (1987). Joint picturebook interactions of mothers and 1-year-old children. British Journal of Developmental Psychology, 5, 111-123.
34. Eimas, P. D., & Quinn, P. C. (1994). Studies on the formation of perceptually based basic-level categories in young infants. Child Development, 65, 903-917.
35. Ekman, P., & Friesen, W. V. (1969). The repertoire of non-verbal behavior: Categories, origins, usage, and coding. Semiotica, 1, 49-97.
36. Fenson, L., Dale, P. S., Reznick, J. S., Bates, E., Thai, D. J., & Pethick, S. J. (1994). Variability in early communicative development. Monographs of the Society for Research in Child Development, 59(5, Serial No. 242).
37. Flavell, J. H., Flavell, E. R., & Green, F. L. (1983). Development of the appearance-reality distinction. Cognitive Psychology, 15, 95-120.
38. Gelman, R. (1990). First principles organize attention to and learning about relevant data: Number and the animate-inanimate distinction as examples. Cognitive Science, 14, 79-106.
39. Gelman, R., Durgin, F., & Kaufman, L. (1995). Distinguishing between animates and inanimates: Not by motion alone. In D. Sperber, D. Premack, & A. J. Premack (Eds.), Causal cognition: A multidisciplinary debate. Oxford: Clarendon.
40. Gelman, S. A. (1988). The development of induction within natural kind and artifact categories. Cognitive Psychology, 20, 65-95.
41. Gelman, S. A. (1996). Concepts and theories. In R. Gelman & T. K. Au (Eds.), Handbook of perception and cognition: Vol. 13. Perceptual and cognitive development. San Diego, Calif,: Academic.
42. 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.
43. Gelman, S. A., & Coley, J. D. (1991). Language and categorization: The acquisition of natural kind terms. In S. A. Gelman & J. P. Byrnes (Eds.), Perspective on language and thought: Interrelations in development. New York: Cambridge University Press.
44. Gelman, S. A., Coley, J. D., & Gottfried, G. M. (1994). Essentialist beliefs in children: The acquisition of concepts and theories. In L. A. Hirschfeld & S. A. Gelman (Eds.), Mapping the mind: Domain specificity in cognition and culture. New York: Cambridge University Press.
45. Gelman, S. A., & Gottfried, G. (1996). Causal explanations of animate and inanimate motion. Child Development, 67, 1970-1987.
46. Gelman, S. A., & Kremer, K. E. (1991). Understanding natural cause: Children's explanations of how objects and their properties originate. Child Development, 62, 396-414.
47. Gelman, S. A., & Markman, E. M. (1986). Categories and induction in young children. Cognition, 23, 183-209.
48. 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.
49. Gelman, S. A., & Medin, D. (1993). What's so essential about essentialism? A different perspective on the interaction of perception, language, and conceptual knowledge. Cognitive Development, 5, 157-168.
50. Gelman, S. A., & O'Reilly, A. W. (1988). Children's inductive inferences within superordinate categories: The role of language and category structure. Child Development, 59, 876-887.
51. Gelman, S. A., & Tardif, T. Z. (in press). Generic noun phrases in English and Mandarin. Cognition.
52. Gelman, S. A., & Wellman, H. M. (1991). Insides and essences: Early understandings of the non-obvious. Cognition, 38, 213-244.
53. Golinkoff, R. M., Harding, C. G., Carlson, V., & Sexton, M. E. (1984). The infant's perception of causal events: The distinction between animate and inanimate objects. In L. L. Lipsitt & C. Rovee-Collier (Eds.), Advances in infancy research (Vol. 3). Norwood, NJ: Ablex.
54. Golinkoff, R. M., Shuff-Bailey, M., Olguin, R., & Ruan, W. (1995). Young children extend novel words at the basic level: Evidence for the principle of categorical scope. Developmental Psychology, 31, 494-507.
55. Gopnik, A., & Meltzoff, A. N. (1997). Words, thoughts, and theories. Cambridge, MA: Bradford/ MIT Press.
56. Gopnik, A., & Wellman, H. M. (1994). The theory theory. In L. A. Hirschfeld & S. A. Gelman (Eds.), Mapping the mind: Domain specificity in cognition and culture. New York: Cambridge University Press.
57. Gutheil, G., & Gelman, S. A. (1997). Children's use of sample size and diversity information within basic-level categories. Journal of Experimental Child Psychology, 64, 159-174.
58. Gutheil, G., & Rosengren, K. S. (1996). A rose by any other name: Preschoolers' concept of identity across name and appearance changes. British Journal of Developmental Psychology, 14, 477-498.
59. Hayne, H., Rovee-Collier, C., & Perris, E. E. (1987). Categorization and memory retrieval by three-month-olds. Child Development, 58, 750-767.
60. Heath, S. B. (1983). Ways with words. Cambridge: Cambridge University Press.
61. Heibeck, T. H., & Markman, E. M. (1987). Word learning in children: An examination of fast mapping. Child Development, 58, 1021-1034.
62. Helweg, H. (1978). Farm animals. New York: Random House.
63. Hirschfeld, L. A. (1995a). Do children have a theory of race? Cognition, 54, 209-252.
64. Hirschfeld, L. A. (1995b). The heritability of identity: Children's understanding of the cultural biology of race. Child Development, 66, 1418-1437.
65. Hirschfeld, L. A. (1996). Race in the making. Cambridge, MA: MIT Press.
66. Hirsh-Pasek, K., & Treiman, R. (1982). Doggerel: Motherese in a new context. Journal of Child Language, 9, 229-237.
67. Horton, M. S., & Markman, E. M. (1980). Developmental differences in the acquisition of basic and superordinate categories. Child Development, 51, 708-719.
68. James, W. (1890). The principles of psychology (Vol. 2). New York: Dover.
69. Jevons, W. S. (1877). The principles of science (2d ed.). New York: Macmillan.
70. Johnson, C. N., & Wellman, H. M. (1982). Children's developing conceptions of the mind and brain. Child Development, 53, 222-234.
71. Jones, S., & Smith, L. B. (1993). The place of perception in children's concepts. Cognitive Development, 8, 113-140.
72. Kalish, C. W. (1996a). Causes and symptoms in children's understanding of illness. Child Development, 67, 1647-1670.
73. Kalish, C. W. (1996b). Preschoolers' understanding of germs as invisible mechanisms. Cognitive Development, 11, 83-106.
74. Keil, F. C. (1986). The acquisition of natural kind and artifact terms. In W. Demopoulos & A. Marras (Eds.), Language learning and concept acquisition. Norwood, NJ: Ablex.
75. Keil, F. C. (1987). Conceptual development and category structure. In U. Neisser (Ed.), Concepts and conceptual development: Ecological and intellectual factors in categorization. Cambridge: Cambridge University Press.
76. Keil, F. C. (1989). Concepts, kinds, and cognitive development. Cambridge, MA: MIT Press.
77. Keil, F. C. (1992). The origins of an autonomous biology. In M. A. Gunnar & M. Maratsos (Eds.), Minnesota symposium on child psychology (Vol. 25). Hillsdale, NJ: Erlbaum.
78. Keil, F. C. (1994). The birth and nurturance of concepts by domains: The origins of concepts of living things. In L. A. Hirschfeld & S. A. Gelman (Eds.), Mapping the mind: Domain specificity in cognition and culture. Cambridge: Cambridge University Press.
79. Kelemen, D. (1996). The nature and development of the teleological stance. Unpublished doctoral dissertation, University of Arizona.
80. Kohn, A. S., & Landau, B. (1990). A partial solution to the homonym problem: Parents' linguistic input to young children. Journal of Psycholinguistic Research, 19, 71-89.
81. Kripke, S. (1971). Identity and necessity. In M. K. Munitz (Ed.), Identity and individuation. New York: New York University Press.
82. Kripke, S. (1972). Naming and necessity. Cambridge, MA: Harvard University Press.
83. Kuhn, D. (1989). Children and adults as intuitive scientists. Psychological Review, 96, 674-689.
84. Lawler, J. M. (1973). Tracking the generic toad. Papers from the ninth regional meeting of the Chicago Linguistic Society. Chicago: Chicago Linguistic Society.
85. Lieven, E. V. M. (1994). Crosslinguistic and crosscultural aspects of language addressed to children. In C. Gallaway & B. J. Richards (Eds.), Input and interaction in language acquisition. Cambridge: Cambridge University Press.
86. Lin, E. L. (1996). Thematic relations in adults' concepts and categorization. Unpublished doctoral dissertation, University of Illinois, Champaign-Urbana.
87. Locke, J. (1959). An essay concerning human understanding (Vol. 2). New York: Dover. (Original work published 1690)
88. Lopez, A., Gelman, S. A., Gutheil, G., & Smith, E. E. (1992). The development of category-based induction. Child Development, 63, 1070-1090.
89. Lucariello, J., Kyratzis, A., & Nelson, K. (1992). Taxonomic knowledge: What kind and when? Child Development, 63, 978-998.
90. Lucariello, J., & Nelson, K. (1986). Context effects on lexical specificity in maternal and child discourse. Journal of Child Language, 13, 507-522.
91. Lyons, J. (1977). Semantics (Vol. 1). Cambridge: Cambridge University Press.
92. Macnamara, J. (1986). A border dispute. Cambridge, MA: MIT Press.
93. 2O. Cognitive Psychology, 27, 41-70.
94. Mandler, J. M. (1992). How to build a baby: 2. Conceptual primitives. Psychological Review, 99, 587-604.
95. Mandler, J. M., & Bauer, P. J. (1988). The cradle of categorization: Is the basic level basic? Cognitive Development, 3, 247-264.
96. Mandler, J. M., Fivush, R., & Reznick, J. S. (1987). The development of contextual categories. Cognitive Development, 2, 339-354.
97. Mandler, J. M., & McDonough, L. (1996). Drinking and driving don't mix: Inductive generalization in infancy. Cognition, 59, 307-335.
98. Markman, E. M. (1989). Categorization and naming in young children: Problems of induction. Cambridge, MA: MIT Press.
99. 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 thought: Interrelations in development. Cambridge: Cambridge University Press.
100. Markman, E. M. (1992). Constraints on word learning: Speculations about their nature, origins, and domain specificity. In M. R. Gunnar & M. Maratsos (Eds.), Minnesota symposium on child psychology (Vol. 25). Hillsdale, NJ: Erlbaum.
101. Markman, E. M., & Callanan, M. A. (1984). An analysis of hierarchical classification. In R. Sternberg (Ed.), Advances in the psychology of human intelligence (Vol. 2). Hillsdale, NJ: Erlbaum.
102. Markman, E. M., & Hutchinson, J. E. (1984). Children's sensitivity to constraints on word meaning: Taxonomic vs. thematic relations. Cognitive Psychology, 16, 1-27.
103. Marier, P. (1991). The instinct to learn. In S. Carey & R. Gelman (Eds.), The epigenesis of mind: Essays on biology and cognition. Hillsdale, NJ: Erlbaum.
104. Massey, C., & Gelman, R. (1988). Preschoolers' ability to decide whether a photographed unfamiliar object can move itself. Developmental Psychology, 24, 307-317.
105. Masur, E., & Berko Gleason, J. (1980). Parent-child interaction and the acquisition of lexical information during play. Developmental Psychology, 16, 404-409.
106. Mayr, E. (1988). Toward a new philosophy of biology: Observations of an evolutionist. Cambridge, MA: Harvard University Press.
107. McCawley, J. D. (1981). Everything that linguists have always wanted to know about logic. Chicago: University of Chicago Press.
108. McNaught, H. (1978). The truck book. New York: Random House.
109. McNeill, D. (1992). Hand and mind. Chicago: University of Chicago Press.
110. Medin, D. L. (1989). Concepts and conceptual structure. American Psychologist, 44, 1469-1481.
111. Medin, D., & Ortony, A. (1989). Comments on Part I: Psychological essentialism. In S. Vosniadou & A. Ortony (Eds.), Similarity and analogical reasoning. Cambridge: Cambridge University Press.
112. Mehler, J., & Fox, R. (Eds.). (1985). Neonate cognition. Hillsdale, NJ: Erlbaum.
113. Mervis, C. B. (1987). Child-basic object categories and early lexical development. In U. Neisser (Ed.), Concepts and conceptual development: Ecological and intellectual factors in categorization. Cambridge: Cambridge University Press.
114. Mervis, C. B., & Mervis, C. A. (1982). Leopards are kitty-cats: Object labeling by mothers for their 13-month-olds. Child Development, 53, 258-266.
115. Mervis, C. B., & Mervis, C. A. (1988). Role of adult input in young children's category evolution: 1. An observational study. Journal of Child Language, 15, 257-272.
116. Mervis, C. B., & Rosch, E. (1981). Categorization of natural objects. Annual Review of Psychology, 32, 89-115.
117. Mill, J. S. (1846). A system of logic, ratiocinative and inductive. New York: Harper & Bros.
118. Murphy, C. M. (1978). Pointing in the context of a shared activity. Child Development, 49, 371-380.
119. Murphy, G. L., & Medin, D. L. (1985). The role of theories in conceptual coherence. Psychological Review, 92, 289-316.
120. Nelson, K. (1977). The syntagmatic-paradigmatic shift revisited: A review of research and theory. Psychological Bulletin, 84, 93-116.
121. Nelson, K. E. (1987). Some observations from the perspective of the rare event cognitive comparison theory of language acquisition. In K. E. Nelson & A. van Kleek (Eds.), Children's language (Vol. 6). Hillsdale, NJ: Erlbaum.
122. Newport, E., Gleitman, H., & Gleitman, L. R. (1977). Mother, I'd rather do it myself: Some effects and non-effects of maternal speech style. In C. Snow & C. Ferguson (Eds.), Talking to children: Language input and acquisition. Cambridge: Cambridge University Press.
123. Ninio, A. (1980). Ostensive definition in vocabulary teaching. Journal of Child Language, 7, 565-573.
124. Ninio, A., & Bruner, J. (1978). The achievement and antecedents of labelling. Journal of Child Language, 5, 1-15.
125. Oakes, L. M., & Madole, K. L. (1996, April). Making sense of infant categorization. Paper presented at the International Conference on Infant Studies, Providence, RI.
126. Osherson, D. N., Smith, E. E., Wilkie, O., & Lopez, A. (1990). Category-based induction. Psychological Review, 97, 185-200.
127. Perry, M., Church, R. B., & Goldin-Meadow, S. (1988). Transitional knowledge in the acquisition of concepts. Cognitive Development, 3, 359-400.
128. Putnam, H. (1970). Is semantics possible? In H. E. Kiefer & M. K. Munitz (Eds.), Language, beliefs, and metaphysics. Albany: State University of New York Press.
129. Quine, W. V. (1969). Natural kinds. In W. V. Quine (Ed.), Ontological relativity and other essays. New York: Columbia University Press.
130. 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.
131. Reese, E., & Fivush, R. (1993). Parental styles of talking about the past. Developmental Psychology, 29, 596-606.
132. Rips, L. J. (1989). Similarity, typicality, and categorization. In S. Vosniadou & A. Ortony (Eds.), Similarity and analogical reasoning. Cambridge: Cambridge University Press.
133. Rosch, E. (1975). Cognitive representations of semantic categories. Journal of Experimental Psychology: General, 104, 192-233.
134. Rosch, E. H., Mervis, C. B., Gray, W., Johnson, D., & Boyes-Braem, P. (1976). Basic objects in natural categories. Cognitive Psychology, 3, 382-439.
135. Rosen, A. B., & Rozin, P. (1993). Now you see it, now you don't: The preschool child's conception of invisible particles in the context of dissolving. Developmental Psychology, 29, 300-311.
136. Rosengren, K. S., Gelman, S. A., Kalish, C. W., & McCormick, M. (1991). As time goes by: Children's early understanding of growth in animals. Child Development, 62, 1302-1320.
137. Rothbart, M., & Taylor, M. (1990). Category labels and social reality: Do we view social categories as natural kinds? In G. Semin & K. Fiedler (Eds.), Language and social cognition. London: Sage.
138. Schaffer, H. R., Hepburn, A., & Collis, G. M. (1983). Verbal and non-verbal aspects of mothers' directives. Journal of Child Language, 10, 337-355.
139. Schieffelin, B. B., & Ochs, E. (Eds.). (1986). Language socialization across cultures. New York: Cambridge University Press.
140. Schnur, E., & Shatz, M. (1984). The role of maternal gesturing in conversations with one-year-olds. Journal of Child Language, 11, 29-41.
141. Schwartz, S. P. (Ed.). (1977). Naming, necessity, and natural kinds. Ithaca, NY: Cornell University Press.
142. Schwartz, S. P. (1979). Natural kind terms. Cognition, 7, 301-315.
143. Sera, M. D. (1992). To be or to be: Use and acquisition of the Spanish copulas. Journal of Memory and Language, 31, 408-427.
144. Sera, M. D., Reittinger, E. L., & del Castillo Pintado, J. (1991). Developing definitions of objects and events in English and Spanish speakers. Cognitive Development, 6, 119-142.
145. Seuss, Dr. (1960). One fish, two fish, red fish, blue fish. New York: Beginner Books/Random House.
146. Shatz, M. (1982). On mechanisms of language acquisition: Can features of the communicative environment account for development? In E. Wanner & L. Gleitman (Eds.), Language acquisition: The state of the art. Cambridge: Cambridge University Press.
147. Shipley, E. F. (1993). Categories, hierarchies, and induction. In D. Medin (Ed.), The psychology of learning and motivation (Vol. 30). New York: Academic.
148. Siegal, M. (1988). Children's knowledge of contagion and contamination as causes of illness. Child Development, 59, 1353-1359.
149. Siegler, R. S., & Crowley, K. (1991). The microgenetic method: A direct means for studying cognitive development. American Psychologist, 46, 606-620.
150. Simons, D. J., & Keil, F. C. (1995). An abstract to concrete shift in the development of biological thought: The insides story. Cognition, 56, 129-163.
151. Sloman, S. A. (1993). Feature-based induction. Cognitive Psychology, 25, 231-280.
152. Sloman, S. A. (1994). When explanations compete: The role of explanatory coherence on judgments of likelihood. Cognition, 52, 1-21.
153. Smiley, S. S., & Brown, A. L. (1979). Conceptual preference for thematic or taxonomic relations: A nonmonotonic age trend from preschool to old age. Journal of Experimental Child Psychology, 28, 249-257.
154. Smith, E. E., & Medin, D. L. (1981). Categories and concepts. Cambridge, MA; Harvard University Press.
155. Smith, L. B. (1989). From global similarities to kinds of similarities: The construction of dimensions in development. In S. Vosniadou & A. Ortony (Eds.), Similarity and analogical reasoning. New York: Cambridge University Press.
156. Smith, L. B. (1992). The concept of same. In H. W. Reese (Ed.), Advances in Child Development and Behavior. New York: Academic.
157. Snow, C. E. (1972). Mothers' speech to children learning language. Child Development, 43, 549-565.
158. Snow, C. E., & Ferguson, C. A. (Eds.). (1977). Talking to children: Language input and acquisition. New York: Cambridge University Press.
159. Snow, C. E., & Goldfield, B. A. (1983). Turn the page please: Situation-specific language acquisition. Journal of Child Language, 10, 551-569.
160. Springer, K. (1992). Children's awareness of the biological implications of kinship. Child Development, 63, 950-959.
161. Springer, K., & Keil, F. C. (1989). On the development of biologically specific beliefs: The case of inheritance. Child Development, 60, 637-648.
162. Taylor, M. G. (1996). The development of children's beliefs about social and biological aspects of gender differences. Child Development, 67, 1555-1571.
163. Tomasello, M., Anselmi, D., & Farrar, M. J. (1984/1985). Young children's coordination of gestural and linguistic reference. First Language, 5, 199-209.
164. Vosniadou, S., & Ortony, A. (1986). Testing the metaphoric competence of the young child: Paraphrase versus enactment. Human Development, 29, 226-230.
165. Wales, R., Colman, M., & Pattison, P. (1983). How a thing is called - a study of mothers' and children's naming. Journal of Experimental Child Psychology, 36, 1-17.
166. Waxman, S. R. (1990). Linguistic biases and the establishment of conceptual hierarchies: Evidence from preschool children. Cognitive Development, 5, 123-150.
167. Waxman, S. R., & Gelman, R. (1986). Preschoolers' use of superordinate relations in classification and language. Cognitive Development, 1, 139-156.
168. Waxman, S. R., & Hall, D. G. (1993). The development of a linkage between count nouns and object categories: Evidence from fifteen- to twenty-one-month-old infants. Child Development, 64, 1224-1241.
169. Waxman, S. R., & Kosowski, T. D. (1990). Nouns mark category relations: Toddlers' and preschoolers' word-learning biases. Child Development, 61, 1461-1473.
170. Waxman, S. R., & Markow, D. (1995). Words as invitations to form categories: Evidence from 12-month-old infants. Cognitive Psychology, 29, 257-302.
171. Waxman, S. R., & Namy, L. (1997). Challenging the notion of a thematic preference in young children. Developmental Psychology, 33, 555-567.
172. Waxman, S. R., Shipley, E. F., & Shepperson, B. (1991). Establishing new subcategories: The role of category labels and existing knowledge. Child Development, 62, 127-138.
173. Wellman, H. M. (1990). The child's theory of mind. Cambridge: Bradford/MIT Press.
174. Wellman, H. M., & Gelman, S. A. (1992). Cognitive development: Foundational theories of core domains. Annual Review of Psychology, 43, 337-375.
175. Wheeler, M. P. (1983). Context-related age changes in mothers' speech: Joint book reading. Journal of Child Language, 10, 259-263.
176. White, T. G. (1982). Naming practices, typicality, and underextension in child language. Journal of Experimental Child Psychology, 33, 324-346.
177. Whitehurst, G. J., Arnold, D. S., Epstein, J. N., & Angell, A. L. (1994). A picture book reading intervention in day care and home for children from low-income families. Developmental Psychology, 30, 679-689.
178. Whorf, B. L. (1945). Grammatical categories. Language, 21, 1-11.
179. Wierzbicka, A. (1994). The universality of taxonomic categorization and the indispensability of the concept "kind." Rivista di linguistica, 6, 347-364.
180. Yuill, N. (1992). Children's conceptions of personality traits. Human Development, 35, 265-279.