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Non‐Bayesian Noun Generalization in 3‐ to 5‐Year‐Old Children: Probing the Role of Prior Knowledge in the Suspicious Coincidence Effect 下载免费PDF全文
Gavin W. Jenkins Larissa K. Samuelson Jodi R. Smith John P. Spencer 《Cognitive Science》2015,39(2):268-306
It is unclear how children learn labels for multiple overlapping categories such as “Labrador,” “dog,” and “animal.” Xu and Tenenbaum (2007a) suggested that learners infer correct meanings with the help of Bayesian inference. They instantiated these claims in a Bayesian model, which they tested with preschoolers and adults. Here, we report data testing a developmental prediction of the Bayesian model—that more knowledge should lead to narrower category inferences when presented with multiple subordinate exemplars. Two experiments did not support this prediction. Children with more category knowledge showed broader generalization when presented with multiple subordinate exemplars, compared to less knowledgeable children and adults. This implies a U‐shaped developmental trend. The Bayesian model was not able to account for these data, even with inputs that reflected the similarity judgments of children. We discuss implications for the Bayesian model, including a combined Bayesian/morphological knowledge account that could explain the demonstrated U‐shaped trend. 相似文献
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G. J. Cuming and D. Baker, ed. Studies in church history, vol. 8: Popular belief and practice. Cambridge University Press, pp. xii and 331. £6.40. James E. Wood, Jnr. (Ed.), Jewish-Christian relations in today's world (The Markham Press Fund of Baylor University Press, Waco, Texas, 1971) pp. 164. Stern, S. M. and Walzer, Sofie, Three unknown Buddhist stories in an Arabic version, introduction, text and translation. Oxford, Cassirer, 1971, 38 pp. £2.00 Brown, Peter, Religion and society in the age of Saint Augustine, Faber and Faber, 1972, pp. 352. £3.25; MACINTYRE, ALASDAIR, Against the Self‐Images of the Age, Duckworth, 1871, pp. vi‐284. E3.45; WINCH, PETER, Ethics and Action, Routledge and Kegan Paul, 1972, pp. 231. £2.75. Woodcock, George. Gandhi. Fontana, Collins (London), 1972. 108 pp., paperback 35p. Masunaga, R. A primer of Soto Zen: A translation of Dogen's shobogenzo zuimonki. Routledge & Kegan Paul, 1972. 126 pp., £1.25. Swanton, Michael (Ed.). The dream of the road. Manchester University Press, 1970. ix + 146 pp. £1.20 (paperback 60p). 相似文献
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Kristin W. Samuelson Casey E. Krueger Christiane Burnett Christina K. Wilson 《Child neuropsychology》2013,19(2):119-133
Posttraumatic stress disorder (PTSD) has been associated with deficits in the areas of verbal memory and learning, executive functioning, working memory, and attention in adults. Findings have been less consistent in the few studies examining neuropsychological functioning in childhood PTSD, which are often limited by comparing children with PTSD to children without trauma histories, making it unclear whether observed neuropsychological deficits are related to trauma exposure or to PTSD symptomatology. In an ethnically diverse sample of 62 children who witnessed intimate partner violence (n = 27 PTSD+ and 35 PTSD?), children with PTSD exhibited slower and less effective learning, heightened sensitivity to interference, and impaired effect of rehearsal on memory acquisition on the California Verbal Learning Test – Children's Version, a word list learning task. Both groups performed in the below average range on measures of executive functioning, attention, and intellectual ability. 相似文献
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The present study addresses the relationship between linguistic and non-linguistic spatial representations. In three experiments
we probe spatial language and spatial memory at the same time points in the task sequence. Experiments 1 and 2 show analogous
delay-dependent biases in spatial language and spatial memory. Experiment 3 extends this correspondence, showing that additional
perceptual structure along the vertical axis reduces delay-dependent effects in both tasks. These results indicate that linguistic
and non-linguistic spatial systems depend on shared underlying representational processes. In addition, we also address how
these delay-dependent biases can arise within a single theoretical framework without positing differing prototypes for linguistic
and non-linguistic spatial systems. 相似文献
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Research suggests that variability of exemplars supports successful object categorization; however, the scope of variability's support at the level of higher-order generalization remains unexplored. Using a longitudinal study, we examined the role of exemplar variability in first- and second-order generalization in the context of nominal-category learning at an early age. Sixteen 18-month-old children were taught 12 categories. Half of the children were taught with sets of highly similar exemplars; the other half were taught with sets of dissimilar, variable exemplars. Participants' learning and generalization of trained labels and their development of more general word-learning biases were tested. All children were found to have learned labels for trained exemplars, but children trained with variable exemplars generalized to novel exemplars of these categories, developed a discriminating word-learning bias generalizing labels of novel solid objects by shape and labels of nonsolid objects by material, and accelerated in vocabulary acquisition. These findings demonstrate that object variability leads to better abstraction of individual and global category organization, which increases learning outside the laboratory. 相似文献
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Young children tend to generalize novel names for novel solid objects by similarity in shape, a phenomenon dubbed 'the shape bias'. We believe that the critical insights needed to explain the shape bias in particular, and cognitive development more generally, come from Dynamic Systems Theory. We present two examples of recent work focusing on the real-time decision processes that underlie performance in the tasks used to measure the shape bias. We show how this work, and the dynamic systems perspective, sheds light on the controversy over the origins and development of the shape bias. In addition, we suggest that this dynamic systems perspective provides the right level for explanations of development because it requires a focus on the details of behavior over multiple timescales. 相似文献
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Jessica S. Horst Ann E. Ellis Larissa K. Samuelson Erika Trejo Samantha L. Worzalla Jessica R. Peltan Lisa M. Oakes 《Developmental science》2009,12(1):96-105
Two experiments demonstrate that 14‐ to 18‐month‐old toddlers can adaptively change how they categorize a set of objects within a single session, and that this ability is related to vocabulary size. In both experiments, toddlers were presented with a sequential touching task with objects that could be categorized either according to some perceptually salient dimension corresponding to a taxonomic distinction (e.g. animals vs. vehicles) or to some less obvious dimension (e.g. rigid vs. deformable). In each experiment, children with larger productive vocabularies responded to both dimensions, showing evidence of sensitivity to each way of categorizing the items. Children with smaller productive vocabularies attended only to the taxonomically related categorical grouping. These experiments confirm that toddlers can adaptively shift the basis of their categorization and highlight the dynamic interaction between the child and the current task in early categorization. 相似文献