Flexibility and variability: Essential to human cognition and the study of human cognition

New Ideas in Psychology

Volumn 26, Issue 2, 2008, Pages 174-192

  Colunga, Eliana ^a,b   Smith, Linda B ^a,b  

^a UNIVERSITY OF COLORADO   (United States)

^b INDIANA UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 44949178261     PISSN: 0732118X     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.newideapsych.2007.07.012     Document Type: Article

References (51)

1. Bloom P. How children learn the meanings of words (2000), MIT Press, Cambridge, MA
2. Booth A., and Waxman S. Word learning is 'smart': Evidence that conceptual information affects preschoolers' extension of novel words. Cognition 84 (2002) B11-B22
3. Booth A.E., Waxman S.R., and Huang Y.T. Conceptual information permeates word learning in infancy. Developmental Psychology 41 3 (2005) 491-505
4. Carey S., and Bartlett. Acquiring a single new word. Proceedings of the Stanford conference 15 (1978) 17-29
5. Chiang W., and Wynn K. Infants' tracking of objects and collections. Cognition 77 (2000) 169-195
6. Colunga, E. (2006). The effect of priming on preschooler's extensions of novel words: How far can "dumb" processes go? In Proceedings of the 30th annual Boston University conference on language development (pp. 96-106).
7. Colunga, E., Gasser, M., Smith, L.B. (2002). Attention to different cues in noun learning: The effect of English vs. Spanish count/mass syntax. In Proceedings of the 26th Annual Boston University Conference on Language Development (pp. 107-117).
8. Colunga, E., (under review). Extrapolation and interpolation in children's category formation.
9. Colunga E., and Smith L.B. Dumb mechanisms make smart concepts. Proceedings of the annual conference of the cognitive science society 26 (2004) 239244
10. Colunga E., and Smith L.B. From the lexicon to expectations about kinds: A role for associative learning. Psychological Review 112 2 (2005) 347-382
11. Colunga, E., & Smith, L. B. (in press). Knowledge embedded in process: The self-organization of skilled noun learning. Developmental Science.
12. Diesendruck G., and Bloom P. How specific is the shape bias?. Child Development 74 (2003) 168-178
13. Gathercole V.C.M., Cramer L., Somerville S.C., and Haar M.J.O.D. Ontological categories and function: Acquisition of new names. Cognitive Development 10 (1995) 225-251
14. Gathercole V., and Min H. Word meaning biases or language-specific effects? Evidence from English, Spanish and Korean. First Language 17 49 Pt 1 (1997) 31-56
15. Gathercole V., Thomas E.M., and Ecans D. What's in a noun? Welsh-, English-, and Spanish-speaking children see it differently. First Language 20 58 Pt 1 (2000) 55-90
16. Gelman S.A., and Coley J.D. Language and categorization: The acquisition of natural kind terms. In: Gelman S.A., and Byrnes J.P. (Eds). Perspectives on language and thought: Interrelations in development (1991), Cambridge University Press, New York, NY
17. Gelman S.A., Coley J.D., and Gottfried G.M. Essentialist beliefs in children: The acquisition of concepts and theories. In: Hirschfeld L.A., and Gelman S.A. (Eds). Mapping the mind: Domain specificity in cognition and culture (1994), Cambridge University Press, New York, NY 341-365
18. Golinkoff R., Mervis C.B., and Hirsh-Pasek K. Early object labels: The case for a developmental lexical principles framework. Journal of Child Language 21 1 (1994) 125-155
19. Hall D.G. Naming solids and non-solids: Children's default construals. Cognitive Development 11 (1996) 229-264
20. Imai M., and Gentner D. A cross-linguistic study of early word meaning: Universal ontology and linguistic influence. Cognition 62 (1997) 169-200
21. Jones S.S., and Smith L.B. The place of perception in children's concepts. Cognitive Development 8 2 (1993) 113-139
22. Jones S.S., and Smith L.B. How children know the relevant properties for generalizing object names. Developmental Science 5 2 (2002) 219-232
23. Jones S.S., Smith L.B., and Landau B. Object properties and knowledge in early lexical learning. Child Development 62 (1991) 499-516
24. Katz N., Baker E., and Macnamara J. What's in a name? A study of how children learn common and proper names. Child Development 45 2 (1974) 469-473
25. Keil F. The birth and nurturance of concepts by domains: The origins of concepts of living things. In: Hirschfeld L., and Gelman S. (Eds). Mapping the mind: Domain specificity in cognition and culture (1994), Cambridge University Press, New York, NY, US 234-254
26. Keil F.C. Concepts, kinds, and cognitive development (1989), MIT Press, Cambridge, MA
27. Kobayashi H. The role of actions in making inferences about the shape and material of solid objects among 2-year-old children. Cognition 63 (1997) 251-269
28. Landau B., Smith L.B., and Jones S.S. The importance of shape in early lexical learning. Cognitive Development 3 (1988) 299-321
29. Landau B., Smith L.B., and Jones S.S. Syntactic context and the shape bias in children's and adults' lexical learning. Journal of Memory and Language 31 (1992) 807-825
30. Lavin T., and Hall D.G. Domain effects in lexical development: Learning words for foods and toys. Cognitive Development 16 (2001) 929-950
31. Lucy J.A. Grammatical categories and cognition: A case study of the linguistic relativity hypothesis (1992), Cambridge University Press, Cambridge
32. Mandler J.M. The foundations of conceptual thought in infancy. Cognitive Development 7 3 (1992) 273-285
33. Markman E.M. Categorization and naming in children: Problems of induction. MIT series in learning, development, and conceptual change (1989), MIT Press, Cambridge, MA
34. McPherson L. A little goes a long way: Evidence for a perceptual basis of learning for the noun categories COUNT and MASS. Journal of Child Language 18 (1991) 315-338
35. Samuelson L. Statistical regularities in vocabulary guide language acquisition in connectionist models and 15-20-month-olds. Developmental Psychology 38 (2002) 1016-1037
36. Samuelson L., and Smith L.B. Early noun vocabularies: Do ontology, category structure and syntax correspond?. Cognition 73 (1999) 1-33
37. Samuelson L.K., and Smith L.B. Children's attention to rigid and deformable shape in naming and non-naming tasks. Child Development 71 6 (2000) 1555-1570
38. Smith L.B. Self-organizing processes in learning to learn words: Development is not induction. In: Nelson C. (Ed). Basic and applied perspectives on learning, cognition, and development Vol. 28 (1995), Lawrence Erlbaum Associates, Marwah, NJ 1-32
39. Smith L.B. Cognition as a dynamic system: Principles from embodiment. Developmental Review 25 (2005) 278-298
40. Smith L.B., Jones S., Landau B., Gershkoff-Stowe L., and Samuelson L. Object name learning provides on-the-job training for attention. Psychological Science 13 1 (2002) 13-19
41. Soja N.N. Evidence for a distinct kind of noun. Cognition 51 3 (1994) 267-284
42. Soja N.N., Carey S., and Spelke E.S. Ontological categories guide young children's inductions of word meaning: Object terms and substance terms. Cognition 38 (1991) 179-211
43. Soja N.N., Carey S., and Spelke E. Perception, ontology, and word meaning. Cognition 45 (1992) 101-107
44. Spelke E.S. Origins of visual knowledge. In: Osherson D.N., and Kosslyn S.M. (Eds). Visual cognition and action: An invitation to cognitive science (1990), MIT Press, Cambridge, MA 99-127
45. Thelen E. Self-organization in developmental processes: Can systems approaches work?. In: Thelen E., and Gunnar M.R. (Eds). Systems and development: The Minnesota symposia on child psychology (1989), Lawrence Erlbaum Associates, Hillsdale, NJ 77-117
46. Thelen E., and Smith L.B. A dynamic systems approach to the development of cognition and action (1994), MIT Press
47. Waxman S.R., and Markow D.B. Words as invitations to form categories. Cognitive Psychology 29 3 (1995) 257-302
48. Yoshida H., and Smith L.B. Early noun lexicons in English and Japanese. Cognition 82 2 (2001) B63-B74
49. Yoshida H., and Smith L.B. Shifting ontological boundaries: How Japanese- and English-speaking children generalize names for animals and artifacts. Developmental Science 6 (2003) 1-17
50. Yoshida H., and Smith L.B. Correlations, concepts and cross-linguistic differences. Developmental Science 6 (2003) 30-34
51. Yoshida H., and Smith L.B. Linguistic cues enhance the learning of perceptual cues. Psychological Science 16 2 (2005) 90-95