Principles of Organization in Young Children's Natural Language Hierarchies.

By M. Callanan, Ellen M. Markman. 1982

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. Marc H. Bornstein
3. Gregory L. Murphy
4. Douglas L. Medin
5. Arthur B. Markman
6. Brenden M. Lake
7. Josh Tenenbaum
8. Dedre Gentner

Citations in the corpus

• THE DEVELOPMENT OF OBJECT CATEGORIZATION IN YOUNG CHILDREN: HIERARCHICAL INCLUSIVENESS, AGE, PERCEPTUAL ATTRIBUTE, AND GROUP VERSUS INDIVIDUAL ANALYSES (2010, background): “However, some have argued that children’s symbolic understanding in different domains develops in a progression from concrete to abstract (Deacon, 1997; Homer & Nelson, 2005; Peirce, 1955). There is evidence that atypical exemplars of a category are categorized faster at a more differentiated (subor”
• The role of theories in conceptual coherence. (1985, background): “Callanan & Markman (1982) suggested that 2-and 3-year-old children understand superordinates not as classes, but as collections of objects.”