Individual differences in development or growth are typically handled under conventional analytical approaches by blocking on the variables thought to contribute to variation, such as sex or age. But such approaches fail when the differences are attributable to latent characteristics (i.e., variables not directly observable beforehand) within the…

Rule use in perceptual classification was investigated in adults and in 4- to 12-year-old children. Two studies of performance on triad classification tasks with large samples (N=226 and N=328) are presented to (a) contrast theoretical predictions from the holistic-to-analytic-shift theory (Smith & Kemler, 1977) and the differential-sensitivity…

Maintains that Madole and Oakes' hypotheses are incorrect. Shows that conceptual development frequently goes from the abstract to the concrete and that extensive literature shows that there is more than one kind of categorization. Discusses ways in which perceptual and conceptual categorization differ. (Author/KB)

Responds to Mandler's critique of authors' view of infant categorization. Maintains that their view of infant categorization is not characterized by a shift from one type of category to another but by gradual changes in the kinds of information infants can use in forming categories. Clarifies position regarding a single categorical process using…

Demonstrates the need for a process-oriented, constructivist approach to understanding infants' categorization abilities. Suggests that emphasizing the distinction between perceptual and conceptual categorization has been an obstacle to forging an approach. Proposes a more microanalytic consideration of features available to infants at different…

Introduces the concepts of online and offline sampling and highlights the role of online sampling in agent-based models of learning and development. Compares the strengths of each approach for modeling particular developmental phenomena and research questions. Describes a recent agent-based model of infant causal perception. Discusses limitations…

Extends William James' classification of phenomenalistic reality (PR) and analyzes PR using empirical data available in developmental psychology; focuses on the relation of PR to a human subject; to rational constructions; and to the idea of truth. Concludes that the development of phenomenalistic reality is qualitatively different from the…