Categorical Learning

2012 ◽  
pp. 509-512
Author(s):  
Shawn Ell ◽  
Monica Zilioli
Keyword(s):  
Categorical Learning

scholarly journals Touch and look: The role of visual‐haptic cues for categorical learning in primary school children

2020 ◽  
Vol 29 (2) ◽  
Author(s):  
Hannah Broadbent ◽  
Tamsin Osborne ◽  
Natasha Kirkham ◽  
Denis Mareschal
Keyword(s):  
Primary School ◽  
School Children ◽  
Primary School Children ◽  
Haptic Cues ◽  
Categorical Learning

scholarly journals Adaptive allocation of human visual working memory capacity during statistical and categorical learning

2019 ◽  
Vol 19 (2) ◽  
pp. 11 ◽  
Author(s):  
Christopher J. Bates ◽  
Rachel A. Lerch ◽  
Chris R. Sims ◽  
Robert A. Jacobs
Keyword(s):  
Working Memory ◽  
Visual Working Memory ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Adaptive Allocation ◽  
Categorical Learning

scholarly journals Categorical learning in pigeons: the role of texture and shape in complex static stimuli

1999 ◽  
Vol 39 (2) ◽  
pp. 353-366 ◽  
Author(s):  
Nikolaus F Troje ◽  
Ludwig Huber ◽  
Michaela Loidolt ◽  
Ulrike Aust ◽  
Martin Fieder
Keyword(s):  
Categorical Learning

scholarly journals Slower implicit categorical learning in adult poor readers

2004 ◽  
Vol 54 (2) ◽  
pp. 281-303 ◽  
Author(s):  
Anne J. Sperling ◽  
Zhong-Lin Lu ◽  
Franklin R. Manis
Keyword(s):  
Poor Readers ◽  
Categorical Learning

Do Small Elephants Exist?

2008 ◽  
Vol 79 ◽  
pp. 31-41 ◽  
Author(s):  
Elena Tribushinina
Keyword(s):  
Language Acquisition ◽  
Longitudinal Data ◽  
Learning Theory ◽  
Child Language ◽  
Critical Mass ◽  
Semantic Feature ◽  
Child Language Acquisition ◽  
Dimensional Adjectives ◽  
Feature Theory ◽  
Categorical Learning

In this study, I have tested the assumption that in child language acquisition dimensional adjectives are prototype-free by looking at the acquisition of these words by children. The results of longitudinal data from English and Dutch show that the predictions of the non-prototypicality hypothesis are disconfirmed. Children initially apply dimensional adjectives only to a restricted set of entities, most prominent of which are prototypical instantiations of the entity (e.g., 'tower' for tall). After having stored a critical mass of adjective-object pairings, children are able to make generalisations and extract spatial schemas. The findings provide support to Prefab Theory and Categorical Learning Theory, and disconfirm the predictions of Semantic Feature Theory.

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