Horst, Jessica S, Oakes, Lisa M and Madole, Kelly L (2005) What Does It Look Like and What Can It Do? Category Structure Influences How Infants Categorize. Child Development, 76 (3). pp. 614-631. ISSN 0009-3920

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Abstract

Despite a large body of research demonstrating the kinds of categories to which infants respond, few studies have directly assessed how infants' categorization unfolds over time. Four experiments used a visual familiarization task to evaluate 10-month-old infants' (N=98) learning of exemplars characterized by commonalities in appearance or function. When learning exemplars with a common function, infants initially responded to the common feature, apparently forming a category, and only learned the individual features with more extensive familiarization. When learning exemplars with a common appearance, infants initially learned the individual features and apparently only formed a category with more extensive familiarization. The results are discussed in terms of models of category learning.

Item Type:	Article
Schools and Departments:	School of Psychology > Psychology
Subjects:	B Philosophy. Psychology. Religion > BF Psychology > BF0712 Developmental psychology Including infant psychology, child psychology, adolescence, adulthood
Depositing User:	Jessica Horst
Date Deposited:	06 Feb 2012 15:44
Last Modified:	10 May 2012 12:45
URI:	http://srodev.sussex.ac.uk/id/eprint/14143

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