Ambridge argues that there is widespread agreement among child language researchers that learners store linguistic abstractions. In this commentary the authors first argue that this assumption is incorrect; anti-representationalist/exemplar views are pervasive in theories of child language. Next, the authors outline what has been learned from this…

A functional class refers to a circumstance in which responding is controlled by features of stimuli that are common to all the class members. We argue that behavior with respect to conceptual stimuli entails more than discrimination among classes and generalization within classes. We suggest that an analysis of substitution of stimulus functions…

Discusses controversies concerning the use of generalizations in history. Generalizations lead to national stereotypes and confusion over definitions. Concludes, however, that historical understanding requires criteria to determine what in general may be of importance to the human condition. Classificatory or labeling generalizations are…

Proposes an object-oriented conceptual data model tailored for organizing and representing basic map elements and their relationships, as well as operations of interest for the management of geographic data. Discussion includes both conceptual abstraction primitives (classification, generalization, and aggregation) and a spatial abstraction…

This review of research discusses how children with autism may acquire equivalence classes after learning to supply a common oral name to each stimulus in a potential class. A proposed methodology for researching referent naming and class formation, analysis of stimulus classes, and generalization is offered. (CR)