How children know the relevant properties for generalizing object names

By S. Jones, Linda B. Smith. 2002

112 citations recorded by the source corpus.

Subfields: Cultural Studies, Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/737cc37ea7db56c64aa5ce315e97cfe4a853998f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cultural Studies

1. Josh Tenenbaum
2. Charles Kemp
3. S. Jones
4. Tomer D. Ullman
5. Brenden M. Lake
6. Michael D. Lee
7. Laura Schulz
8. Gregory L. Murphy

In Developmental and Educational Psychology

1. Josh Tenenbaum
2. Charles Kemp
3. Amy Perfors
4. S. Jones
5. Tomer D. Ullman
6. Michael D. Lee
7. Brenden M. Lake
8. Laura Schulz

In Experimental and Cognitive Psychology

1. Charles Kemp
2. Josh Tenenbaum
3. S. Jones

Citations in the corpus

• Late talkers show no shape bias in a novel name extension task (2003, background): “In addition, my colleagues and I have documented simultaneous attention to both shape and texture in children naming objects with prominent cues to animacy like eyes (Jones, Smith & Landau, 1991; Jones & Smith, 2002 ) and shoes (Jones & Smith, 1998).”
• Learning overhypotheses with hierarchical Bayesian models. (2007, background): “Jones and Smith (2002) have shown that training young children on a handful of suitably structured categories can promote the acquisition of ontological knowledge.”