Roles of function, reminding, and variability in categorization by 3-month-old infants.

By C. Greco, Harlene Hayne, C. Rovee-Collier. 1990

How researchers see this paper

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

1. Martha E. Arterberry
2. Harlene Hayne
3. C. Rovee-Collier
4. Jean M. Mandler
5. M. Colombo
6. Marc H. Bornstein
7. David H. Rakison
8. Sabina Pauen

Citations in the corpus

• THE DEVELOPMENT OF OBJECT CATEGORIZATION IN YOUNG CHILDREN: HIERARCHICAL INCLUSIVENESS, AGE, PERCEPTUAL ATTRIBUTE, AND GROUP VERSUS INDIVIDUAL ANALYSES (2010, background): “A logical and informative goal of research on children’s categorization is to focus on process and identify the conditions under which children do and do not categorize one way or another (e.g., Blewitt, 1989, 1994; Greco et al., 1990; Oakes & Madole, 2000).”
• How to build a baby: II. Conceptual primitives. (1992, background): “The evidence to date is mostly about contingencies between self and the environment; for example, Greco, Hayne, and Rovee-Collier (1990) suggested that 3-month-olds use motion that is contingent on their responses to categorize dissimilar appearing objects.”
• The Development of Implicit and Explicit Memory (2000, methodology): “moving but not if it is stationary (Fagen, Yengo, Rovee-Collier & Enright 1981; Greco et al. 1990).”