An attentional learning account of the shape bias
Reply to Cimpian and Markman (2005) and Booth, Waxman, and Huang (2005)
Bibliographic Data
| ID | 9788569 |
|---|---|
| Authors | Linda B Smith (0000-0001-7163-8181, Indiana University Bloomington), Larissa Samuelson, Larissa K Samuelson (0000-0002-9141-3286, University of Iowa) |
| Year | 2006 |
| Volume | 42 |
| Issue | 6 |
| Pages | 1339-1343 |
| Publication date | 2006-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Developmental Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0012-1649 • E-ISSN: 1939-0599 |
| Publisher | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/0012-1649.42.6.1339 |
| PMID | 17087565 |
| OpenAlex | W1984834654 |
| Language | EN |
| Citations received | 20 |
| References cited | 17 |
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
Artifact (error) · Attentional bias · Cognition · Cognitive psychology · Cognitive science · Contrast (vision) · Linguistics · Object (grammar) · Action Observation and Synchronization · Artificial Intelligence · Child and Animal Learning Development · Face Recognition and Perception · Neuroscience · Psychology · Social Psychology
Caregivers as experimenters
To Touch or Not to Touch
Déjà vu all over again
Knowledge and Action
Concepts and CategorizationWe are grateful to Alice Healy, Robert Proctor, Brian Rogosky, and Irving Weiner for helpful comments on earlier drafts of this chapter. This research was funded by National Science Foundation Reese grant DRL‐0910218, and Department of Education IES grant R305A1100060. Correspondence concerning this chapter should be addressed to [email protected] or Robert Goldstone, Psychology Department, Indiana University, Bloomington, Indiana 47405. Further information about the laboratory can be found at http
The Effect of the Number of Labeled Objects on Novel Referent Selection Across Short and Long Time Delays
Subjective confidence influences word learning in a cross-situational statistical learning task
The Development of Shape-Bias and Its Relationship With Lexical Production in Spanish-Speaking Children / El desarrollo del sesgo hacia la forma y su relación con la producción léxica en infantes hispanohablantes
Language systematizes attention
Learning the generative principles of a symbol system from limited examples
Motion event categorisation in a nativised variety of South African English
Preschoolers' extension of novel words to animals and artifacts
Children's preference for HAS and Located relations
Rigid thinking about deformables
Abstractions made of exemplars or ‘You’re all right, and I’ve changed my mind’
Attention to Multiple Cues During Spontaneous Object Labeling
Learning Concepts
Linguistic Relativity in SLA
Changing Event Categorization in Second Language Users Through Perceptual Learning
The Archaeology of Teaching and the Evolution ofHomo docens
Human problem solving
The birth and nurturance of concepts by domains
Ontological categories guide young children's inductions of word meaning
Object name Learning Provides On-the-Job Training for Attention
Variability in Early Communicative Development
The importance of shape in early lexical learning
A sensorimotor account of vision and visual consciousness
A cross-linguistic study of early word meaning
Family resemblances
Counting nouns and verbs in the input
Infants' reliance on shape to generalize novel labels to animate and inanimate objects
Object name learning and object perception
What's in a noun? Welsh-, English-, and Spanish- speaking children see it differently
Situated simulation in the human conceptual system
Conceptual Information Permeates Word Learning in Infancy
The Absence of a Shape Bias in Children's Word Learning
Mapping the Mind
| Unique citing works | 20 |
|---|---|
| Citations per year | 1 |
| Citation span | 2006 - 2026 (21) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 17 |