Shape bias special section: Knowledge embedded in process: The self-organization of skilled noun learning

Developmental Science

Volumn 11, Issue 2, 2008, Pages 195-203

  Colunga, Eliana ^a   Smith, Linda B ^b  

^a UNIVERSITY OF COLORADO   (United States)

^b INDIANA UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ATTENTION; CHILD; CHILD DEVELOPMENT; COGNITION; HUMAN; LEARNING; LINGUISTICS; PHYSIOLOGY; REVIEW;

ATTENTION; CHILD; CHILD DEVELOPMENT; COGNITION; HUMANS; VERBAL LEARNING; VOCABULARY;

EID: 40549109964     PISSN: 1363755X     EISSN: 14677687     Source Type: Journal    
DOI: 10.1111/j.1467-7687.2007.00665.x     Document Type: Article

References (79)

1. Ahn, W. Luhmann, C.C. (2005). Demystifying theory-based categorization. In L. Gershkoff-Stowe D. Rakison (Eds.), Building object categories in developmental time. Carnegie Mellon Symposia on cognition (pp. 277 300). Mahwah, NJ : Lawrence Erlbaum Associates.
2. Baldwin, D.A. Baird, J.A. (2001). Discerning intentions in dynamic human action Trends in Cognitive Sciences, 5 (4 171 178.
3. 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 : Lawrence Erlbaum Associates.
4. Barsalou, L.W. (1999). Perceptual symbol systems. Behavioral and Brain Sciences, 22 (4 577 660.
5. Barsalou, L.W., Simmons, W.K., Barbey, A.K. Wilson, C.D. (2003). Grounding conceptual knowledge in modality-specific systems. Trends in Cognitive Sciences, 7 (2 84 91.
6. Booth, A.E. Waxman, S.R. (2002). Word learning is 'smart': evidence that conceptual information affects preschoolers' extension of novel words. Cognition, 84 (1 B11 B22.
7. Booth, A.E., Waxman, S.R. Huang, Y.T. (2005). Conceptual information permeates word learning in infancy. Developmental Psychology, 41 (3 491 505.
8. Breazeal, C. Scassellati, B. (2000). Infant-like social interactions between a robot and a human caregiver. Adaptive Behavior, 8 (1 49 74.
9. Brooks, R.A. (1991). Intelligence without representation. Artificial Intelligence, 47, 139 159.
10. Chun, M.M. Jiang, Y. (1998). Contextual cueing: implicit learning and memory of visual context guides spatial attention. Cognitive Psychology, 36, 28 71.
11. Chun, M.M. Jiang, Y. (1999). Top-down attentional guidance based on implicit learning of visual covariation. Psychological Science, 10, 360 365.
12. Chun, M.M. Jiang, Y. (2003). Implicit, long-term spatial contextual memory. Journal of Experimental Psychology: Learning, Memory and Cognition, 29 (2 224 234.
13. Cimpian, A. Markman, E.M. (2005). The absence of a shape bias in children's word learning. Developmental Psychology, 41 (6 1003 1019.
14. Clark, A. (2001). Reasons, robots and the extended mind. Mind and Language, 16 (2 121 145.
15. Colunga, E. (2001). Local vs. distributed representations: implications for language learning. Proceedings of the Annual Conference of the Cognitive Science Society, 23, 262.
16. Colunga, E. (2006). The effect of priming on preschooler's extensions of novel words: how far can 'dumb' processes go? Proceedings of the 30th Annual Boston University Conference on Language Development, 96 106.
17. Colunga, E. Smith, L.B. (2003). The emergence of abstract ideas: evidence from networks and babies. Philosophical Transactions of the Royal Society B, 358 (1435 1205 1214.
18. Colunga, E. Smith, L.B. (2004). Dumb mechanisms make smart concepts. Proceedings of the Annual Conference of the Cognitive Science Society, 26, 239 244.
19. Colunga, E. Smith, L.B. (2005). From the lexicon to expectations about kinds: a role for associative learning. Psychological Review, 112 (2 347 382.
20. Dale, R. Spivey, M.J. (2005). From apples and oranges to symbolic dynamics: a framework for conciliating notions of cognitive representation. Journal of Experimental and Theoretical Artificial Intelligence, 17 (4 317 342.
21. Dennis, S. Kruschke, J.K. (1998). Shifting attention in cued recall. Australian Journal of Psychology, 50, 131 138.
22. Diesendruck, G. Bloom, P. (2003). How specific is the shape bias? Child Development, 74 (1 168 178.
23. Farkas, I. Li, P. (2001). A self-organizing neural network model of the acquisition of word meaning. Proceedings of the 2001 Fourth International Conference on Cognitive Modeling, 67 72.
24. Fenson, L., Dale, P.S., Reznick, J.S., Bates, E. Thal, D. (1994). Variability in early communicative development. Monographs of the Society for Research in Child Development, 59 (Serial no. 242).
25. Fodor, J. (1975). The language of thought. New York : Thomas Crowell Co.
26. Gallese, V. Lakoff, G. (2005). The brain's concepts: the role of the sensory-motor system in conceptual knowledge. Cognitive Neuropsychology, 22 (3-4 455 479.
27. Gelman, S.A. (1988). The development of induction within natural kind and artifact categories. Cognitive Psychology, 20, 65 95.
28. Gelman, S.A. Bloom, P. (2000). Young children are sensitive to how an object was created when deciding what to name it. Cognition, 76, 91 103.
29. Gelman, S.A. Koenig, M.A. (2003). Theory-based categorization in early childhood. In D.H. Rakison L.M. Oakes (Eds.), Early category and concept development: Making sense of the blooming, buzzing confusion (pp. 330 359). New York : Oxford University Press.
30. Gershkoff-Stowe, L. Smith, L.B. (2004). Shape and the first hundred nouns. Child Development, 75 (4 1098 1114.
31. Hall, D.G., Quantz, D.H. Personage, K.A. (2000). Preschoolers' use of form class cues in word learning. Developmental Psychology, 36, 449 462.
32. Imai, M. Gentner, D. (1997). A cross-linguistic study of early word meaning: universal ontology and linguistic influence. Cognition, 62, 169 200.
33. Jiang, Y. Chun, M.M. (2001). Selective attention modulates implicit learning. Quarterly Journal of Experimental Psychology A: Human Experimental Psychology, 54A (4 1105 1124.
34. Johnston, J.R. Wong, M.-Y.A. (2002). Cultural differences in beliefs and practices concerning talk to children. Journal of Speech, Language, and Hearing Research, 45 (5 916 926.
35. Jones, S.S. (2003). Late talkers show no shape bias in object naming. Developmental Science, 6 (5 477 483.
36. Jones, S.S. Smith, L.B. (1993). The place of perception in children's concepts. Cognitive Development, 8 (2 113 139.
37. Jones, S.S. Smith, L.B. (2002). How children know the relevant properties for generalizing object names. Developmental Science, 5 (2 219 232.
38. Jones, S.S. Smith, L.B. (2005). Object name learning and object perception: a deficit in late talkers. Journal of Child Language, 32 (1 223 240.
39. Jones, S.S., Smith, L.B. Landau, B. (1991). Object properties and knowledge in early lexical learning. Child Development, 62 (3 499 516.
40. 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 (2 469 473.
41. Keil, F. (1994). The birth and nurturance of concepts by domains: the origins of concepts of living things. In L. Hirschfeld S. Gelman (Eds.), Mapping the mind: Domain specificity in cognition and culture (pp. 234 254). New York : Cambridge University Press.
42. Kemler Nelson, D.G., Russell, R., Duke, N. Jones, K. (2000). Two-year-olds will name artifacts by their functions. Child Development, 71 (5 1271 1288.
43. Kobayashi, H. (1997). The role of actions in making inferences about the shape and material of solid objects among 2-year-old children. Cognition, 63, 251 269.
44. Kruschke, J.K. (2001). The inverse base rate effect is not explained by eliminative inference. Journal of Experimental Psychology: Learning, Memory and Cognition, 27, 1385 1400.
45. Lakoff, G. (1994). What is a conceptual system? In W.F. Overton D.S. Palermo (Eds.), The nature and ontogenesis of meaning. The Jean Piaget symposium series (pp. 41 90). Hillsdale, NJ : Lawrence Erlbaum Associates.
46. Landau, B., Smith, L.B. Jones, S.S. (1988). The importance of shape in early lexical learning. Cognitive Development, 3, 299 321.
47. Landauer, T.K. Dumais, S.T. (1997). A solution to Plato's problem: the latent semantic analysis theory of acquisition, induction, and representation of knowledge. Psychological Review, 104 (2 211 240.
48. McClelland, J.L. Patterson, K. (2002). Rules or connections in past-tense inflections: what does the evidence rule out? Trends in Cognitive Sciences, 6 (11 465 472.
49. McRae, K., de Sa, V.R. Seidenberg, M.S. (1997). On the nature and scope of featural representations of word meaning. Journal of Experimental Psychology: General, 126, 99 130.
50. Mandler, J.M. (1992). The foundations of conceptual thought in infancy. Cognitive Development, 7 (3 273 285.
51. Mintz, T.H. (2003). Frequent frames as a cue for grammatical categories in child directed speech. Cognition, 90 (1 91 117.
52. Monaghan, P., Chater, N. Christiansen, M.H. (2005). The differential role of phonological and distributional cues in grammatical categorization. Cognition, 96 (2 143 182
53. O'Regan, J.K. Noë, A. (2001). A sensorimotor account of vision and visual consciousness. Behavioral and Brain Sciences, 24 (5 939 1031.
54. Pfeifer, R. Scheier, C. (1999). Understanding intelligence. Cambridge, MA : MIT Press.
55. Pinker, S. Ullman, M.T. (2002). The past and future of the past tense. Trends in Cognitive Sciences, 6 (11 456 463.
56. Port, R.F. van Gelder, T. (1995). Mind as motion: Explorations in the dynamics of cognition. Cambridge, MA : MIT Press.
57. Prasada, S., Ferenz, K. Haskell, T. (2002). Conceiving of entities as objects and as stuff. Cognition, 83, 141 165.
58. Regier, T. (2005). The emergence of words: attentional learning in form and meaning. Cognitive Science, 29, 819 865.
59. Rogers, T.T. McClelland, J.L. (2005). A parallel distributed processing approach to semantic cognition: applications to conceptual development. In L. Gershkoff-Stowe D.H. Rakison (Eds.), Building object categories in developmental time. Carnegie Mellon Symposia on cognition (pp. 335 387). Mahwah, NJ : Lawrence Erlbaum Associates.
60. Rosch, E. Mervis, C.B. (1975). Family resemblances: studies in the internal structure of categories. Cognitive Psychology, 7 (4 573 605.
61. Samuelson, L.K. (2002). Statistical regularities in vocabulary guide language acquisition in connectionist models and 15-20-month-olds. Developmental Psychology, 38 (6 1016 1037.
62. Samuelson, L.K. Smith, L.B. (1999). Early noun vocabularies: do ontology, category organization and syntax correspond? Cognition, 73 (1 1 33.
63. Samuelson, L.K. Smith, L.B. (2000). Grounding development in cognitive processes. Child Development, 71 (1 98 106.
64. Samuelson, L.K. Smith, L.B. (2005). They call it like they see it: spontaneous naming and attention to shape. Developmental Science, 8 (2 182 198.
65. Sandhofer, C.M. Smith, L.B. (2004). Perceptual complexity and form class cues in novel word extension tasks: how 4-year-old children interpret adjectives and count nouns. Developmental Science, 7 (3 378 388.
66. Sandhofer, C.M., Smith, L.B. Luo, J. (2000). Counting nouns and verbs in the input: differential frequencies, different kind of learning? Journal of Child Language, 27, 561 583.
67. Smith, L.B. (2001). How domain-general processes may create domain-specific biases. In M. Bowerman S. Levinson (Eds.), Language acquisition and conceptual development (pp. 101 131). Cambridge : Cambridge University Press.
68. Smith, L.B., Colunga, E. Yoshida, H. (2003). Making an ontology: cross-linguistic evidence. In D. Rakison L. Oakes (Eds.), Early category and concept development: Making sense of the blooming, buzzing confusion (pp. 275 302). London : Oxford University Press.
69. Smith, L. Gasser, M. (2005). The development of embodied cognition: six lessons from babies. Artificial Life, 11 (1-2 13 30.
70. Smith, L.B. Jones, S. (1993). Cognition without concepts. Cognitive Development, 8, 181 188.
71. Smith, L.B., Jones, S., Landau, B., Gershkoff-Stowe, L. Samuelson, L. (2002). Object name learning provides on-the-job training for attention. Psychological Science, 13 (1 13 19.
72. Soja, N.N. (1992). Inferences about the meaning of nouns: the relationship between perception and syntax. Cognitive Development, 7, 29 45.
73. Soja, N.N., Carey, S. Spelke, E.S. (1991). Ontological categories guide young children's inductions of word meaning: object terms and substance terms. Cognition, 38, 179 211.
74. Thelen, E. Smith, L.B. (1994). A dynamical systems approach to the development of cognition and action. Cambridge, MA : Bradford Books/MIT Press.
75. Waxman, S.R. Markow, D.B. (1998). Object properties and object kind: twenty-one-month-old infants' extension of novel adjectives. Child Development, 69, 1313 1329.
76. Yoshida, H. Smith, L.B. (2001). Early noun lexicons in English and Japanese. Cognition, 82, B63 B74.
77. Yoshida, H. Smith, L.B. (2003a). Known and novel noun extensions: attention at two levels of abstraction. Child Development, 76 (2 564 577.
78. Yoshida, H. Smith, L.B. (2003b). Shifting ontological boundaries: how Japanese- and English-speaking children generalize names for animals and artifacts. Developmental Science, 6 (1 1 36.
79. Yoshida, H. Smith, L.B. (2005). Linguistic cues enhance the learning of perceptual cues. Psychological Science, 16 (2 90 95.