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Augustine, Elaine; Smith, Linda B.; Jones, Susan S. – Journal of Cognition and Development, 2011
The ability to recognize common objects from sparse information about geometric shape emerges during the same period in which children learn object names and object categories. Hummel and Biederman's (1992) theory of object recognition proposes that the geometric shapes of objects have two components--geometric volumes representing major object…
Descriptors: Novelty (Stimulus Dimension), Infants, Geometric Concepts, Recognition (Psychology)
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Colunga, Eliana; Smith, Linda B. – Developmental Science, 2008
Young children's skilled generalization of newly learned nouns to new instances has become the battleground for two very different approaches to cognition. This debate is a proxy for a larger dispute in cognitive science and cognitive development: cognition as rule-like amodal propositions, on the one hand, or as embodied, modal, and dynamic…
Descriptors: Nouns, Cognitive Psychology, Cognitive Development, Knowledge Level
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Yoshida, Hanako; Smith, Linda B. – Child Development, 2003
Showed English- and Japanese-speaking 3-year-olds novel objects named with either known nouns referring to items similar in shape or material and color, or novel nouns. Found that with known nouns, children attended to shape when names referred to a shape-organized category, but not when names referred to a category organized by other properties.…
Descriptors: Attention, Attention Control, Classification, Cognitive Development
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Samuelson, Larissa K.; Smith, Linda B. – Child Development, 1998
Used a modification of Akhtar, Carpenter, and Tomasello's (1996) task involving interpretation of novel nouns to test whether 18- to 28-month-olds' smart word learning derived from general attention and memory processes rather than knowledge about the communicative intents of others. Findings similar to those of Akhtar and colleagues suggest that…
Descriptors: Attention, Context Effect, Learning Processes, Memory
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Smith, Linda B.; Kemler, Deborah G. – Cognitive Psychology, 1978
The contrast between holistic and differentiated perception of multidimensional stimuli is reconceptualized. Hypotheses about the experiential status of dimensions within holistic perception were tested as explanations of children's general perceptual mode and of adults' integral mode. Three levels of dimensional status are described. (Author/RD)
Descriptors: Dimensional Preference, Higher Education, Novelty (Stimulus Dimension), Perception
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Samuelson, Larissa K.; Smith, Linda B. – Developmental Science, 2005
Two experiments explore children's spontaneous labeling of novel objects as a method to study early lexical access. The experiments also provide new evidence on children's attention to object shape when labeling objects. In Experiment 1, the spontaneous productions of 21 23- to 28-month-olds (mean 26;28) shown a set of novel, unnamed objects were…
Descriptors: Form Classes (Languages), Novelty (Stimulus Dimension), Vocabulary Development, Language Acquisition