Descriptor
Generalization | 5 |
Knowledge Level | 5 |
Language Acquisition | 5 |
Concept Formation | 3 |
Cues | 3 |
Performance Factors | 3 |
Preschool Children | 3 |
Theories | 3 |
Cognitive Development | 2 |
Cognitive Processes | 2 |
Research Problems | 2 |
More ▼ |
Author
Booth, Amy E. | 2 |
Waxman, Sandra R. | 2 |
Clausner, Timothy | 1 |
Colunga, Eliana | 1 |
Croft, William | 1 |
Fu, Panfang | 1 |
Gelman, Susan A. | 1 |
Gottfried, Gail | 1 |
Jones, Susan S. | 1 |
Smith, Linda B. | 1 |
Warren, Steven F. | 1 |
More ▼ |
Publication Type
Journal Articles | 5 |
Opinion Papers | 2 |
Reports - Research | 2 |
Reports - Descriptive | 1 |
Education Level
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating

Booth, Amy E.; Waxman, Sandra R. – Cognition, 2002
Two experiments documented that conceptual knowledge influences 3-year-olds' extension of novel words. When objects were described as having conceptual properties typical of artifacts, children extended novel labels on the basis of shape. When same objects were described as having conceptual properties typical of animate kinds, children extended…
Descriptors: Cognitive Processes, Concept Formation, Cues, Generalization

Smith, Linda B.; Jones, Susan S.; Yoshida, Hanako; Colunga, Eliana – Cognition, 2003
Clarifies features of Smith et al.'s attentional learning account of object naming, arguing that Booth and Waxman's findings address tenets not in the attentional learning account while not addressing one of the central tenets of the attentional learning account. Suggests that the debate about the nature of children's language and cognition would…
Descriptors: Cognitive Development, Concept Formation, Cues, Generalization

Booth, Amy E.; Waxman, Sandra R. – Cognition, 2003
Responds to Smith et al.'s work on relations between perceptual, conceptual, and linguistic knowledge in early word learning and discusses treatment of evidence. Asserts that Smith et al.'s commentary fails to engage data presented and their implications. Asserts that learners seamlessly integrate perceptual, linguistic, and conceptual information…
Descriptors: Cognitive Development, Concept Formation, Cues, Generalization

Gelman, Susan A.; Croft, William; Fu, Panfang; Clausner, Timothy; Gottfried, Gail – Journal of Child Language, 1998
Examined how object shape, taxonomic relatedness, and prior lexical knowledge influenced children's overextensions (e.g., referring to pomegranates as apples). Researchers presented items that disentangled the three factors and used a novel comprehension task where children could indicate negative exemplars. Error patterns differed by task and by…
Descriptors: Child Language, Children, Classification, Error Analysis (Language)

Warren, Steven F. – Language, Speech, and Hearing Services in Schools, 1988
The paper offers a broad-based behavioral approach to language generalization which is affected by basic cognitive processes, behavioral learning strategies, environmental variables, and the child's present knowledge base. Implications of this approach for application of a systems approach to intervention are discussed. (Author/DB)
Descriptors: Behavior Change, Cognitive Processes, Educational Methods, Elementary Secondary Education