A Comparison of Infants' Categorization in Paired and Successive Presentation Familiarization Tasks.
By Lisa M. Oakes, Rebecca J. Ribar. 2005
166 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Developmental Biology, Genetics
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
- Bethany Rittle-Johnson
- Martha W. Alibali
- Mitchell J. Nathan
- Jon Star
- Eric J. Knuth
- M. Wolfgram
- Kristine Kovack-Lesh
- R. Breckinridge Church
In Developmental Biology
In Genetics
Citations in the corpus
- Hold your horses: how exposure to different items influences infant categorization. (2007, methodology): “It has become increasingly clear that infants' categorization is highly context dependent (Oakes, Coppage, & Dingel, 1997; Oakes & Ribar, 2005; Oakes & Spalding, 1997; Younger & Furrer, 2003), consistent with theories of adults' categorization.”
- Bootstrapping the Mind: Analogical Processes and Symbol Systems (2010, unknown): “…2009; Liu, Golinkoff, & Sak, 2001; Namy & Gentner, 2002) and of conceptual regularities (Chen & Klahr, 1999; Gentner, Levine, Dhillon, & Poltermann, 2009; Kotovsky & Gentner, 1996; Opfer & Siegler, 2007; Thompson & Opfer, in press), even in infants (Oakes & Ribar, 2005; Wang & Baillargeon, 2008).”
- How Teachers Link Ideas in Mathematics Instruction Using Speech and Gesture: A Corpus Analysis (2014, background): “…are more likely to learn categories if multiple exemplars are presented simultaneously rather than sequentially (e.g., Oakes & Kovack-Lesh, 2007; Oakes & Ribar, 2005), and preschoolers are more likely to abstract relationships from examples when those examples are presented simultaneously…”
- Compared With What? The Effects of Different Comparisons on Conceptual Knowledge and Procedural Flexibility for Equation Solving (2009, background): “…& Holyoak, 1983; Namy & Gentner, 2002), 2) two examples presented together are better than two examples presented separately (Gentner et al., 2003; Oakes & Ribar, 2005), and 3) instructional support augments the benefits of comparison (Catrambone & Holyoak, 1989; Gentner et al., 2003; Schwartz &…”