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Direct linkMartin Zettersten; Catherine Bredemann; Megan Kaul; Kaitlynn Ellis; Haley A. Vlach; Heather Kirkorian; Gary Lupyan – Child Development, 2024
The present study tested the hypothesis that verbal labels support category induction by providing compact hypotheses. Ninety-seven 4- to 6-year-old children (M = 63.2 months; 46 female, 51 male; 77% White, 8% more than one race, 4% Asian, and 3% Black; tested 2018) and 90 adults (M = 20.1 years; 70 female, 20 male) in the Midwestern United States…
Descriptors: Children, Adults, Difficulty Level, Novelty (Stimulus Dimension)
Kalkstein, David A.; Bosch, David A.; Kleiman, Tali – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2020
In five experiments, we established and explored the contrast diversity effect--the effect of diversity of negative evidence on inductive inferences drawn from a single observation of a target exemplar. In Experiments 1 through 3, we show that increasing the diversity of negative evidence in a contrasting category led people to infer that a target…
Descriptors: Inferences, Logical Thinking, Differences, Evidence
Hofmann, Klaus; Baumann, Andreas – Journal of Child Language, 2021
This paper investigates whether typical stress patterns in English nouns and verbs are available as a prosodic cue for categorisation and accelerated word learning during first language acquisition. The stress typicality hypothesis states that left-stressed nouns and right-stressed verbs should be acquired earlier than the reverse configurations…
Descriptors: English, Suprasegmentals, Nouns, Verbs
Yevgeniy Vasilyevich Melguy – ProQuest LLC, 2022
The aim of this dissertation is to investigate the mechanisms involved in phonetic learning of an unfamiliar accent, focusing on understanding what processes underlie changes to phonetic category structure, how such learning affects subsequent online lexical processing, and whether the same mechanisms that underlie learning for a single speaker…
Descriptors: Dialects, Familiarity, Phonetics, Learning Processes
Tovar, Ángel Eugenio; Rodríguez-Granados, Angélica; Arias-Trejo, Natalia – Developmental Science, 2020
The shape bias, a preference for mapping new word labels onto the shape rather than the color or texture of referents, has been postulated as a word-learning mechanism. Previous research has shown deficits in the shape bias in children with autism even though they acquire sizeable lexicons. While previous explanations have suggested the atypical…
Descriptors: Autism, Pervasive Developmental Disorders, Color, Novelty (Stimulus Dimension)
LaTourrette, Alexander; Waxman, Sandra R. – Developmental Science, 2019
There is considerable evidence that labeling supports infants' object categorization. Yet in daily life, most of the category exemplars that infants encounter will remain unlabeled. Inspired by recent evidence from machine learning, we propose that infants successfully exploit this sparsely labeled input through "semi-supervised…
Descriptors: Naming, Classification, Identification, Infants
Vonk, Jennifer; Rastogi, Geetanjali – Journal of Cognition and Development, 2019
Children show a bias toward information about shape when labeling or determining category membership for novel objects. The body of work with human children suggests that the shape bias is not restricted to linguistic contexts but is highly contingent on task demands. Testing nonhumans could provide additional information about the salience of…
Descriptors: Animals, Classification, Novelty (Stimulus Dimension), Bias
Bowman, Caitlin R.; Zeithamova, Dagmar – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2020
Building conceptual knowledge that generalizes to novel situations is a key function of human memory. Category-learning paradigms have long been used to understand the mechanisms of knowledge generalization. In the present study, we tested the conditions that promote formation of new concepts. Participants underwent 1 of 6 training conditions that…
Descriptors: Concept Formation, Generalization, Discrimination Learning, Classification
Hall, Jessica; Owen Van Horne, Amanda; Farmer, Thomas – Journal of Child Language, 2018
The goal of this study was to determine if typically developing children could form grammatical categories from distributional information alone. Twenty-seven children aged six to nine listened to an artifcial grammar which contained strategic gaps in its distribution. At test, we compared how children rated novel sentences that ft the grammar to…
Descriptors: Grammar, Classification, Children, Comparative Analysis
Annis, Jeffrey; Gauthier, Isabel; Palmeri, Thomas J. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2021
Object representations from convolutional neural network (CNN) models of computer vision (LeCun, Bengio, & Hinton, 2015) were used to drive a cognitive model of decision making, the linear ballistic accumulator (LBA) model (Brown & Heathcote, 2008), to predict errors and response times (RTs) in a novel object recognition task in humans.…
Descriptors: Prediction, Recognition (Psychology), Artificial Intelligence, Performance
Ruba, Ashley L.; Meltzoff, Andrew N.; Repacholi, Betty M. – Developmental Psychology, 2020
Accurate perception of emotional (facial) expressions is an essential social skill. It is currently debated whether emotion categorization in infancy emerges in a "broad-to-narrow" pattern and the degree to which language influences this process. We used an habituation paradigm to explore (a) whether 14- and 18-month-old infants perceive…
Descriptors: Infants, Nonverbal Communication, Emotional Response, Toddlers
Weidemann, Christoph T.; Kahana, Michael J. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2019
Dual-process models of recognition memory typically assume that independent familiarity and recollection signals with distinct temporal profiles can each lead to recognition (enabling 2 routes to recognition), whereas single-process models posit a unitary "memory strength" signal. Using multivariate classifiers trained on spectral…
Descriptors: Recognition (Psychology), Memory, Familiarity, Recall (Psychology)
Harrison, Colin D.; Nguyen, Tiffy A.; Seidel, Shannon B.; Escobedo, Alycia M.; Hartman, Courtney; Lam, Katie; Liang, Kristen S.; Martens, Miranda; Acker, Gigi N.; Akana, Susan F.; Balukjian, Brad; Benton, Hilary P.; Blair, J. R.; Boaz, Segal M.; Boyer, Katharyn E.; Bram, Jason B.; Burrus, Laura W.; Byrd, Dana T.; Caporale, Natalia; Carpenter, Edward J.; Chan, Yee-Hung M.; Chen, Lily; Chovnick, Amy; Chu, Diana S.; Clarkson, Bryan K.; Cooper, Sara E.; Creech, Catherine J.; de la Torre, José R.; Denetclaw, Wilfred F.; Duncan, Kathleen; Edwards, Amelia S.; Erickson, Karen; Fuse, Megumi; Gorga, Joseph J.; Govindan, Brinda; Green, L. Jeanette; Hankamp, Paul Z.; Harris, Holly E.; He, Zheng-Hui; Ingalls, Stephen B.; Ingmire, Peter D.; Jacobs, J. Rebecca; Kamakea, Mark; Kimpo, Rhea R.; Knight, Jonathan D.; Krause, Sara K.; Krueger, Lori E.; Light, Terrye L.; Lund, Lance; Márquez-Magaña, Leticia M.; McCarthy, Briana K.; McPheron, Linda; Miller-Sims, Vanessa C.; Moffatt, Cristopher A.; Muick, Pamela C.; Nagami, Paul H.; Nusse, Gloria; Okimura, K. M.; Pasion, Sally G.; Patterson, Robert; Pennings, Pleuni S.; Riggs, Blake; Romeo, Joseph M.; Roy, Scott W.; Russo-Tait, Tatiane; Schultheis, Lisa M.; Sengupta, Lakshmikanta; Spicer, Greg S.; Swei, Andrea; Wade, Jennifer M.; Willsie, Julia K.; Kelley, Loretta A.; Owens, Melinda T.; Trujillo, Gloriana; Domingo, Carmen; Schinske, Jeffrey N.; Tanner, Kimberly D. – CBE - Life Sciences Education, 2019
Instructor Talk--noncontent language used by instructors in classrooms--is a recently defined and promising variable for better understanding classroom dynamics. Having previously characterized the Instructor Talk framework within the context of a single course, we present here our results surrounding the applicability of the Instructor Talk…
Descriptors: Classroom Communication, Language Usage, Novelty (Stimulus Dimension), Models
Roark, Casey L.; Lehet, Matthew I.; Dick, Frederic; Holt, Lori L. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2022
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…
Descriptors: Classification, Learning Processes, Schemata (Cognition), Decision Making
Jarecki, Jana B.; Meder, Björn; Nelson, Jonathan D. – Cognitive Science, 2018
Humans excel in categorization. Yet from a computational standpoint, learning a novel probabilistic classification task involves severe computational challenges. The present paper investigates one way to address these challenges: assuming class-conditional independence of features. This feature independence assumption simplifies the inference…
Descriptors: Classification, Conditioning, Inferences, Novelty (Stimulus Dimension)
