The development of relational category knowledge

By Dedre Gentner. 2005

207 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/45ffe22594b2267df7bab169e8f873b524fe5a53

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Citations in the corpus

Children's additive concepts: Promoting understanding and the role of inhibition (2013, background): “Comparison encourages children to evaluate, internalize, and generalize information and can lead to deeper conceptual understanding (Gentner, 2005).”
Object Naming and Later Lexical Development: From Baby Bottle to Beer Bottle. (2008, background): “Gentner (1978, 1982, 2005) has suggested that acquisition of common nouns is a faster process than verb acquisition because common nouns refer to entities easily segregated from their context, while verbs convey relationships among entities.”
Acquisition of the cardinal word principle: The role of input (2012, unknown): “Previous accounts have not laborated on the mechanism by which children use shared labels o understand this connection, but a likely candidate is structure apping (e.g., Gentner, 2005).”
Compared With What? The Effects of Different Comparisons on Conceptual Knowledge and Procedural Flexibility for Equation Solving (2009, background): “According to Gentner (2005), there are two kinds of analogical learning based on whether one example is familiar or neither example is familiar (projective analogy vs. analogical encoding).”
Where Hypotheses Come From: Learning New Relations by Structural Alignment (2010, unknown): “If so, then future research should examine the factors that govern whether sequential alignment will occur (Namy & Gentner, 2005).”
Why verbs are hard to learn (2006, background): “…it is better for a checklist to include too many words than too few, we began with an extremely broad list that included words from an English checklist (the MCDI for English toddlers; Fenson et al., 1993), a Korean checklist (Au et al., 1994), and a Navajo checklist (Gentner & Boroditsky, 2005).”