| Autor: |
Holland AK; Department of Psychology, Goldsmiths, University of LondonLondon, UK; School of Psychology, London Metropolitan UniversityLondon, UK., Mather E; Department of Psychology, University of Hull Hull, UK., Simpson A; Department of Psychology, University of Essex Colchester, UK., Riggs KJ; Department of Psychology, University of Hull Hull, UK. |
| Jazyk: |
angličtina |
| Zdroj: |
Frontiers in psychology [Front Psychol] 2016 Jul 19; Vol. 7, pp. 1064. Date of Electronic Publication: 2016 Jul 19 (Print Publication: 2016). |
| DOI: |
10.3389/fpsyg.2016.01064 |
| Abstrakt: |
There is an ongoing debate over the extent to which language development shares common processing mechanisms with other domains of learning. It is well-established that toddlers will systematically extend object labels to similarly shaped category exemplars (e.g., Markman and Hutchinson, 1984; Landau et al., 1988). However, previous research is inconclusive as to whether young children will similarly extend factual information about an object to other category members. We explicitly contrast facts varying in category relevance, and test for extension using two different tasks. Three- to four-year-olds (N = 61) were provided with one of three types of information about a single novel object: a category-relevant fact ('it's from a place called Modi'), a category-irrelevant fact ('my uncle gave it to me'), or an object label ('it's called a Modi'). At test, children provided with the object name or category-relevant fact were significantly more likely to display systematic category extension than children who learnt the category-irrelevant fact. Our findings contribute to a growing body of evidence that the mechanisms responsible for word learning may be domain-general in nature. |
| Databáze: |
MEDLINE |
| Externí odkaz: |
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