Category learning is fundamental to cognition, but little is known about how it proceeds in real-world environments when learners do not have instructions to search for category-relevant information, do not make overt category decisions, and do not experience direct feedback. Prior research demonstrates that listeners can acquire task-irrelevant…

Investigated degree to which two shape dimensions were represented categorically by children and adults when learning object names. Found that adults accepted names more often to objects that fell within proposed shape boundaries than to objects that crossed boundaries. Children were just as likely to generalize names to novel objects that fell…

This study assesses the effects of visual and verbal rehearsal on the problem solving efficiency of preschool children. The study examines the use of stimulus pretraining designed to induce verbal rehearsal and compares the effectiveness of induced verbal rehearsal with the effectiveness of induced visual rehearsal. Fifty-four middle class…