Infant Categorization

doi:10.1017/9781108351959.014

14 - Infant Categorization

from Part III - Cognitive Development

Published online by Cambridge University Press: 26 September 2020

Lisa M. Oakes

Edited by

Jeffrey J. Lockman and

Catherine S. Tamis-LeMonda

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Jeffrey J. Lockman: Affiliation:
Tulane University, Louisiana
Catherine S. Tamis-LeMonda: Affiliation:
New York University

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Summary

This chapter is about categorization in infancy. In general, categories refer to groups of objects in the world, and concepts refers to our mental representations of those categories. Whereas categories can refer to groups of objects based on any kind of similarity (e.g., shape, such as round things, function, such as things you throw), concepts often are thought to include information that goes beyond the perceptual, for example understanding that dogs and birds are both living things, and that airplanes and birds are different things despite similarity in shape and function. Categories and concepts have been described as “the glue that holds our mental world together” (Murphy, 2002, p. 1) and that without them “mental life would be chaotic” (E. E. Smith & Medin, 1981, p. 1). Therefore, categories, and the processes we use to form them, are central to cognition.

Keywords

Infant categorization methods for studying infant categorization neural underpinnings and infant categorization perceptual categorization conceptual categorization social influences in categorization cultural influences in categorization

Type: Chapter
Information: The Cambridge Handbook of Infant Development
Brain, Behavior, and Cultural Context
, pp. 381 - 409

DOI: https://doi.org/10.1017/9781108351959.014 [Opens in a new window]

Publisher: Cambridge University Press

Print publication year: 2020

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