Hostname: page-component-7bb8b95d7b-wpx69 Total loading time: 0 Render date: 2024-09-11T21:01:43.620Z Has data issue: false hasContentIssue false
  • English
  • Français

Categorization and naming in children: Problems of induction. Ellen Markman. Cambridge, MA: MIT Press, 1989. Pp. 250.

Published online by Cambridge University Press:  28 November 2008

William E. Merriman
William E. Merriman
Affiliation:
Kent State University
Get access Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Book-Reviews
Information
Applied Psycholinguistics , Volume 12 , Issue 3 , September 1991 , pp. 385 - 392
Copyright
Copyright © Cambridge University Press 1991

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Banigan, R. L., & Mervis, C. B. (1988). Role of adult input in young children’s category evolution: II. An experimental study. Journal of Child Language, 15, 493–504.CrossRefGoogle ScholarPubMed
Barrett, M. D. (1978). Lexical development and overextension in child language. Journal of Child Language, 5, 205–219.CrossRefGoogle Scholar
Bauer, P. J., & Mandler, J. M. (1988). Taxonomies and triads: Conceptual organization in one- to two-year-olds. Cognitive Psychology, 21, 1–27.Google Scholar
Brown, R. (1957). Linguistic determinism and the part of speech. Journal of Abnormal and Social Psychology, 55, 1–5.CrossRefGoogle ScholarPubMed
Dean, A. L., Chabaud, S., & Bridges, E. (1981). Classes, collections, and distinctive features: Alternative strategies for solving inclusion problems. Cognitive Psychology, 13, 84–112.CrossRefGoogle Scholar
Fenson, L., Velia, D., & Kennedy, M. (1989). Children’s knowledge of thematic and taxonomic relations at two years of age. Child Development, 60, 911–919.CrossRefGoogle Scholar
Gelman, S. A. (1984). Children’s inductive inferences from natural kinds and artifact categories. Doctoral dissertation, Stanford University, Stanford, California.Google Scholar
Heibeck, T. H., & Markman, E. M. (1987). Word learning in children: An examination of fast mapping. Child Development, 58, 1021–1034.CrossRefGoogle ScholarPubMed
Huttenlocher, J., & Smiley, P. (1987). Early word meanings: The case of object names. Cognitive Psychology, 19, 63–89.CrossRefGoogle Scholar
Katz, N., Baker, E., & Macnamara, J. (1974). What’s in a name? A study of how children learn common and proper nouns. Child Development, 45, 469–473.CrossRefGoogle Scholar
Markman, E. M. (1985). Why superordinate category terms can be mass nouns. Cognition, 19, 311–353.CrossRefGoogle ScholarPubMed
Markman, E. M., Cox, B., & Machida, S. (1981). The standard object sorting task as a measure of conceptual organization. Developmental Psychology, 17, 115–117.CrossRefGoogle Scholar
Markman, E. M., & Hutchinson, J. E. (1984). Children’s sensitivity to constraints on word meaning: Taxonomic vs. thematic relations. Cognitive Psychology, 16, 1–27.CrossRefGoogle Scholar
Markman, E. M., & Siebert, J. (1976). Classes and collections: Internal organization and resulting holistic properties. Cognitive Psychology, 8, 561–577.CrossRefGoogle Scholar
Markman, E. M., & Wachtel, G. F. (1988). Children’s use of mutual exclusivity to constrain the meanings of words. Cognitive Psychology, 20, 121–157.CrossRefGoogle ScholarPubMed
Merriman, W. E. (1986). Some reasons for the occurrence and eventual correction of children’s naming errors. Child Development, 57, 942–952.CrossRefGoogle Scholar
Merriman, W. E., & Bowman, L. L. (1989). The mutual exclusivity bias in children’s word learning. Monographs of the Society for Research in Child Development, 54(3–4, Serial No. 220).CrossRefGoogle ScholarPubMed
Mervis, C. B. (1984). Early lexical development: The contributions of mother and child. In Sophian, C. (Ed.), Origins of cognitive skills (pp. 339–370). Hillsdale, NJ: Erlbaum.Google Scholar
Nelson, K. (1988). Constraints on word learning? Cognitive Development, 3, 221–246.CrossRefGoogle Scholar
Ninio, A. (1980). Ostensive definition in vocabulary teaching. Journal of Child Language, 7, 565–573.CrossRefGoogle ScholarPubMed
Rescorla, L. A. (1976). Concept formation in word learning. Doctoral dissertation, Yale University.Google Scholar
Smith, L. B., & Rizzo, T. A. (1982). Children’s understanding of the referential properties of collective and class nouns. Child Development, 53, 245–257.CrossRefGoogle Scholar
Tversky, A., & Kahneman, D. (1982). Judgment under uncertainty: Heuristics and biases. In Kahneman, D., Slovic, P., & Tversky, A. (Eds.), Judgment and uncertainty: Heuristics and biases (pp. 3–22). Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Waxman, S., & Gelman, R. (1986). Preschoolers’ use of superordinate relations in classification. Cognitive Development, 1, 139–156.CrossRefGoogle Scholar