Early Category and Concept Development: Making Sense of the Blooming, Buzzing Confusion

By David H. Rakison, Lisa M. Oakes. 2008

221 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Developmental Neuroscience, Experimental and Cognitive Psychology, Cognitive Science & Psychology

How researchers see this paper

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

In Developmental and Educational Psychology

1. Marc H. Bornstein
2. Martha E. Arterberry
3. Linda B. Smith
4. Adam Sheya
5. Lawrence W. Barsalou
6. Emmanuel Dupoux
7. Josh Tenenbaum
8. Karin Harman James

In Developmental Neuroscience

1. Marc H. Bornstein

In Experimental and Cognitive Psychology

1. Marc H. Bornstein
2. Martha E. Arterberry
3. Linda B. Smith
4. Susan A. Gelman

In Cognitive Science & Psychology

1. Daniel L. K. Yamins
2. Linda B. Smith
3. Marc H. Bornstein
4. Martha E. Arterberry
5. Josh Tenenbaum

Citations in the corpus

• Local Aggregation for Unsupervised Learning of Visual Embeddings (2019, background): “Moreover, this ability arises long before these infants appear to have an explicit concept of object category [50, 58, 34, 9].”
• THE DEVELOPMENT OF OBJECT CATEGORIZATION IN YOUNG CHILDREN: HIERARCHICAL INCLUSIVENESS, AGE, PERCEPTUAL ATTRIBUTE, AND GROUP VERSUS INDIVIDUAL ANALYSES (2010, background): “…in Young Children: Hierarchical Inclusiveness, Age, Perceptual Attribute, and Group Versus Individual Analyses Marc H. Bornstein Eunice Kennedy Shriver National Institute of Child Health and Human Development Martha E. Arterberry Colby College Multiple levels of category inclusiveness in…”
• Looks Aren't Everything: 24-Month-Olds' Willingness to Accept Unexpected Labels (2007, unknown): “The power of a simple label to convey unexpected category information may well develop with age and experience with language (e.g., Gentner & Rattermann, 1991; Mareschal, 2003; Sloutsky, Lo, & Fisher, 2001).”
• Perceptual Features and the Development of Conceptual Knowledge (2006, background): “Knowledge of role–role correlations would also seem crucial to developing a higher level understanding about different kinds (Carey, 1985; Gelman & Koenig, 2003; Keil, 1979).”