Order of presentation effects in learning color categories

Journal of Cognition and Development

Volumn 9, Issue 2, 2008, Pages 194-221

  Sandhofer, Catherine M ^a   Doumas, Leonidas A A ^b  

^a UNIVERSITY OF CALIFORNIA   (United States)

^b UNIVERSITY OF HAWAII   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; CHILD DEVELOPMENT; COLOR DISCRIMINATION; CONCEPT FORMATION; CONCEPT MAPPING; CONTROLLED STUDY; FEMALE; HUMAN; LANGUAGE DEVELOPMENT; LEARNING; MALE; MEMORY CONSOLIDATION; MENTAL DEVELOPMENT; PATTERN RECOGNITION; PRESCHOOL CHILD; SIMULATION; TASK PERFORMANCE; VISUAL MEMORY; WORKING MEMORY;

EID: 46649087141     PISSN: 15248372     EISSN: None     Source Type: Journal    
DOI: 10.1080/15248370802022639     Document Type: Article

References (49)

1. Barsalou, L. W. (2003) Situated simulation in the human conceptual system. Language and Cognitive Processes, 18, pp. 513-562.
2. Carey, S. (1978) Linguistic theory and psychological reality, pp. 264-293. MIT Press, Cambridge, MA
3. Casasola, M. (2005) When less is more: How infants learn to form an abstract categorical representation of support. Child Development, 76, pp. 279-290.
4. Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T. and Rohrer, D. (2006) Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin, 132, pp. 354-380.
5. Deak, G. O. and Narasimham, G. (2003) Is perseveration caused by inhibition failure? Evidence from preschool children's inferences about word meanings. Journal of Experimental Child Psychology, 86, pp. 194-222.
6. Deak, G. O., Ray, S. D. and Pick, A. D. (2002) Matching and naming objects by shape or function: Age and context effects in preschool children. Developmental Psychology, 38, pp. 503-518.
7. Dempster, F. (1996) Handbook of perception and cognition (, pp. 317-344. Academic Press, New York
8. Dempster, F. and Corkill, A. J. (1999) Interference and inhibition in cognition and behavior: Unifying themes for educational psychology. Educational Psychology Review, 11, pp. 1-88.
9. Doumas, L. A. A., Hummel, J. E. and Sandhofer, C. M. (2008) A theory of the discovery and predication of relational concepts. Psychological Review, 115, pp. 1-43.
10. Ebbinghaus, H. Memory: A contribution to experimental psychology, Dover, New York
11. Elio, R. and Anderson, J. R. (1984) The effects of information order and learning mode on schema abstraction. Memory & Cognition, 12, pp. 20-30.
12. Elman, J. L. (1993) Learning and development in neural networks: The importance of starting small. Cognition, 48, pp. 71-99.
13. Fanselow, M. S. and Tighe, T. J. (1988) Contextual conditioning with massed versus distributed unconditional stimuli in the absence of explicit conditional stimuli. Journal of Experimental Psychology: Animal Behavior Processes, 14, pp. 187-199.
14. Gentner, D. (1983) Structure-mapping: A theoretical framework for analogy. Cognitive Science, 7, pp. 155-170.
15. Gentner, D. (1988) Metaphor as structure mapping: The relational shift. Child Development, 59, pp. 47-59.
16. Gentner, D. (1989) Similarity and analogical reasoning, pp. 199-241. Cambridge University Press, London
17. Gentner, D. and Namy, L. (1999) Comparison in the development of categories. Cognitive Development, 14, pp. 487-513.
18. Gentner, D. and Rattermann, M. J. (1991) Perspectives on thought and language: Interrelations in development, Cambridge University Press, Cambridge, UK
19. Hummel, J. E. and Holyoak, K. J. (1997) Distributed representations of structure: A theory of analogical access and mapping. Psychological Review, 104, pp. 427-466.
20. Hummel, J. E. and Holyoak, K. J. (2003) A symbolic-connectionist theory of relational inference and generalization. Psychological Review, 110, pp. 220-264.
21. Kaplan, A. S. and Murphy, G. L. (2000) Category learning with minimal prior knowledge. Journal of Experimental Psychology: Learning, Memory, and Cognition, 26, pp. 829-846.
22. Kersten, A. W. and Earles, J. L. (2001) Less really is more for adults learning a miniature artificial language. Journal of Memory and Language, 44, pp. 250-273.
23. Kersten, A. W. and Smith, L. B. (2002) Attention to novel objects during verb learning. Child Development, 73, pp. 93-109.
24. Kotovsky, L. and Gentner, D. (1996) Comparison and categorization in the development of relational similarity. Child Development, 67, pp. 2797-2822.
25. Luce, R. D. (1959) Individual choice behavior, John Wiley, New York
26. Medin, D. L. and Bettger, J. G. (1994) Presentation order and recognition of categorically related examples. Psychonomic Bulletin & Review, 1, pp. 250-254.
27. Namy, L. L. and Gentner, D. (2002) Making a silk purse out of two sows' ears: Young children's use of comparison in category learning. Journal of Experimental Psychology: General, 131, pp. 5-15.
28. Newport, E. (1990) Maturational constraints on language learning. Cognitive Science, 14, pp. 11-28.
29. Osler, S. F. and Scholnick, E. K. (1968) The effect of stimulus differentiation and inferential experience on concept attainment in disadvantaged children. Journal of Experimental Child Psychology, 6, pp. 658-666.
30. Paik, J. H. and Mix, K. S. (2006) Preschoolers' use of surface similarity in object comparisons: Taking context into account. Journal of Experimental Child Psychology, 95, pp. 194-214.
31. Pazzani, M. (1991) The influence of prior knowledge on concept acquisition: Experimental and computational results. Journal of Experimental Psychology-Learning, Memory & Cognition, 17:3, pp. 416-443.
32. Posner, M. I. and Keele, S. W. (1968) On the genesis of abstract ideas. Journal of Experimental Psychology, 77, pp. 353-363.
33. Rice, N. (1980) Cognition to language, University Park Press, Baltimore, MD
34. Rohde, D. L. T. and Plaut, D. C. (1999) Language acquisition in the absence of explicit negative evidence: How important is starting small?. Cognition, 72, pp. 67-109.
35. Rosch, E. (1977) Advances in cross-cultural psychology, 1, Academic Press, London
36. Ross, B. H. (1996) Category representations and the effects of interacting with instances. Journal of Experimental Psychology: Learning, Memory, and Cognition, 22, pp. 1249-1265.
37. Ross, B. H. (1997) The use of categories affects classification. Journal of Memory and Language, 37, pp. 240-267.
38. Sandhofer, C. M. and Smith, L. B. (1999) Learning color words involves learning a system of mappings. Developmental Psychology, 35, pp. 668-679.
39. Schmidt, R. A. and Bjork, R. A. (1992) New conceptualizations of practice: Common principles in three paradigms suggest new concepts for training. Psychological Science, 3, pp. 207-217.
40. Smith, L. B., Thelen, E., Titzer, R. and McLin, D. (1999) Knowing in the context of acting: The task dynamics of the A-not-B error. Psychological Review, 106, pp. 235-260.
41. Spencer, J. P., Smith, L. B. and Thelen, E. (2001) Tests of a dynamic systems account of the A-not-B error: The influence of prior experience on the spatial memory abilities of 2-year-olds. Child Development, 72, pp. 1327-1346.
42. Toppino, T. C. (1991) The spacing effect in young children's free recall: Support for automatic-process explanations. Memory & Cognition, 19, pp. 159-167.
43. Tversky, A. (1977) Features of similarity. Psychological Review, 84, pp. 327-352.
44. Underwood, B. J. (1961) Ten years of massed practice on distributed practice. Psychological Review, 68, pp. 229-247.
45. Vander Linde, E., Morrongiello, B. A. and Rovee-Collier, C. (1985) Determinants of retention in 8-week-old infants. Developmental Psychology, 21, pp. 601-613.
46. Vygotsky, L. (1978) Mind in society, Harvard University Press, Cambridge, MA
47. Wattenmaker, W. D. (1993) Incidental concept learning, feature frequency, and correlated properties. Journal of Experimental Psychology: Learning, Memory, and Cognition, 19, pp. 203-222.
48. Wattenmaker, W. D., Dewey, G. I., Murphy, T. D. and Medin, D. L. (1986) Linear separability and concept learning: Context, relational properties, and concept naturalness. Cognitive Psychology, 18, pp. 158-194.
49. Yamauchi, T. and Markman, A. B. (1998) Category learning by inference and classification. Journal of Memory and Language, 39, pp. 124-148.