Fast-mapping children vs. slow-mapping adults: Assumptions about words and concepts in two literatures

Gregory L. Murphy

Research output: Contribution to journalComment/debatepeer-review

Abstract

Research on children's and adults' concepts embodies very different assumptions of how concepts are structured, as reflected in their experimental designs. Developmental studies seem to assume that categories contain highly similar objects that can all be identified from one or two examples. If concepts are more like those tested in adult experiments, research on word learning may be misleading.

Original languageEnglish (US)
Pages (from-to)1112-1113
Number of pages2
JournalBehavioral and Brain Sciences
Volume24
Issue number6
DOIs
StatePublished - Dec 2001

ASJC Scopus subject areas

  • Neuropsychology and Physiological Psychology
  • Physiology
  • Behavioral Neuroscience

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