期刊
DEVELOPMENTAL PSYCHOLOGY
卷 42, 期 6, 页码 1339-1343出版社
AMER PSYCHOLOGICAL ASSOC
DOI: 10.1037/0012-1649.42.6.1339
关键词
word learning; vocabulary development; shape bias
资金
- NICHD NIH HHS [T32 HD007475, R01 HD028675-14, R01 HD028675] Funding Source: Medline
Recently, Developmental Psychology published 2 articles on the shape bias; both rejected the authors' previous proposals about the role of attentional learning in the development of a shape bias in object name learning. A. Cimpian and E. Markman (2005) did so by arguing that the shape bias does not exist but is an experimental artifact. A. E. Booth, S. R. Waxman, and Y. T. Huang (2005), in contrast, concluded that the shape bias (and its contextual link to artifact categories) does exist but that the mechanisms that underlie it are conceptual knowledge and not attentional learning. In response, in this article the authors clarify the claims of the Attentional Learning Account (ALA) and interpretations of the data under question. The authors also seek to make explicit the deeper theoretical divide: cognition as sequestered from processes of perceiving and acting versus as embedded in, and inseparable from, those very processes.
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