School-Aged Children Learn Novel Categories on the Basis of Distributional Information

Categorization of sensory stimuli is a vital process in understanding the world. In this paper we show that distributional learning plays a role in learning novel object categories in school-aged children. An 11-step continuum was constructed based on two novel animate objects by morphing one object into the other in 11 equal steps. Forty-nine children (7-9 years old) were subjected to one of two familiarization conditions during which they saw tokens from the continuum. The conditions differed in the position of the distributional peaks along the continuum. After familiarization it was tested how the children categorized the stimuli. Results show that, in line with our expectations, familiarization condition influenced categorization during the test phase, indicating that the frequency distribution of tokens in the input had induced novel object category formation. These results suggest that distributional learning could play an important role in categorizing sensory stimuli throughout life.

Automated summary

This paper investigates the role of distributional learning in learning novel object categories in school-aged children. The results demonstrate that the frequency distribution of input has a significant influence on the formation of novel object categories in the categorization of sensory stimuli.