Nameability supports rule-based category learning in children and adults

Bibliographic Data

ID21301821
AuthorsMartin Zettersten (0000-0002-0444-7059, University of Wisconsin–Madison, corresponding author), Catherine Bredemann (0000-0001-7399-5545, University of Wisconsin–Madison), Megan Kaul (University of Wisconsin–Madison), Kaitlynn Ellis (University of Wisconsin–Madison), Haley A Vlach (0000-0001-6905-2106, University of Wisconsin–Madison), Heather Kirkorian (0000-0002-7990-7777, University of Wisconsin–Madison), Gary Lupyan (0000-0001-8441-7433, University of Wisconsin–Madison)
Year2024
Volume95
Issue2
Pages497-514
Publication date2024-03-01
Open AccessYes
TypeARTICLE
VenueChild Development (JOURNAL)
Journal identifiersISSN: 0009-3920 • E-ISSN: 1467-8624
PublisherOxford University Press (OUP) (PUBLISHER)
DOI10.1111/cdev.14008
PMID37728552
OpenAlexW4386878334
LanguageEN
Citations received2
References cited68

The present study tested the hypothesis that verbal labels support category induction by providing compact hypotheses. Ninety-seven 4- to 6-year-old children (M = 63.2 months; 46 female, 51 male; 77% White, 8% more than one race, 4% Asian, and 3% Black; tested 2018) and 90 adults (M = 20.1 years; 70 female, 20 male) in the Midwestern United States learned novel categories with features that were easy (e.g., “red”) or difficult (e.g., “mauve”) to name. Adults (d = 1.06) and—to a lesser extent—children (d = 0.57; final training block) learned categories composed of more nameable features better. Children's knowledge of difficult-to-name color words predicted their learning for categories with difficult-to-name features. Rule-based category learning may be supported by the emerging ability to form verbal hypotheses

Cognitive psychology · Concept learning · Developmental psychology · Race (biology) · Categorization, perception, and language · Child and Animal Learning Development · Psychology · Reading and Literacy Development

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