Studies in inductive inference in infancy.

By Jean M. Mandler, Laraine Mcdonough. 1998

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Citations in the corpus

Infant's Inductive Generalization of Bodily, Motion, and Sensory Properties to Animals and People (2006, methodology): “The two bodily activities were demonstrated as described in Mandler and McDonough (1996, 1998b).”
Perceptual Features and the Development of Conceptual Knowledge (2006, background): “One programmatic set of studies relevant to this issue examined young children’s imitations of category-relevant roles across a diverse set of entities (Mandler & McDonough, 1996, 1998, 2000).”
Unraveling the enigma of human intelligence: Evolutionary psychology and the multimodular mind. (2002, background): “The snake phobia system knows what snakes look like, knows what fear looks like on others’ faces, and has a procedure specialized for using fear on other’s faces to change the intensity of fear you feel in the presence of snakes (Mineka & Cook, 1993; Ohman, Dimberg, & Ost, 1985).”
Artifacts are not ascribed essences, nor are they treated as belonging to kinds (2003, background): “In any case, artifacts show less clustering of ascribed properties than natural kinds do (Keil, 1995; Malt et al., 1999).”
The Theoretical Foundations of Evolutionary Psychology (2015, unknown): “Mandler and McDonough (1998) have shown that babies distinguish animals from vehicles by 7 months of age and make different inferences about the two by 11 to 14 months.”
On the Birth and Growth of Concepts (2008, methodology): “Systematic use of this technique has shown that ‘basic-level’ artifact concepts such as cup, pan, bed and so on are not well-established until the middle of the second year, and natural kind concepts such as dog and tree tend to be even later (Mandler & McDonough, 1998b, 2000).”
Perceptual and Conceptual Processes in Infancy (2000, methodology): “We have been exploring the associative generalizations that infants make about objects such as dogs and cats by having them imitate simple events using little models of the real objects (Mandler & McDonough, 1996a, 1998b; McDonough & Mandler, 1998).”
Developmental origin of the animate-inanimate distinction. (2001, methodology): “…from generalized imitation tasks that 14-month-olds correctly extend modeled properties of animals or vehicles to novel category members (e.g., Mandler & McDonough, 1996, 1998); for example, having seen an experimenter model an animal drinking from a cup, infants are more likely to generalize…”