ArticleCognitive psychology2015
Conceptual influences on induction: A case for a late onset.
Article in Cognitive psychology, 2015. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 10 papers.
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Who cites it
10 citing papers in PubMed.
- From features to categories: The development of inductive generalization.Journal of experimental psychology. Learning, memory, and cognition · 2023Article
- "What makes this a wug?" Relations among children's question asking, memory, and categorization of objects.Frontiers in psychology · 2022Article
- The influence of theoretical knowledge on similarity judgment.Cognitive processing · 2020Article
- Adaptive flexibility in category learning? Young children exhibit smaller costs of selective attention than adults.Developmental psychology · 2019Article
- Inductive Reasoning Differs Between Taxonomic and Thematic Contexts: Electrophysiological Evidence.Frontiers in psychology · 2019Article
- Categories, Concepts, and Conceptual Development.Language, cognition and neuroscience · 2019Article
- Ontological Constraints in Children's Inductive Inferences: Evidence From a Comparison of Inferences Within Animals and Vehicles.Frontiers in psychology · 2018Article
- Costs of Selective Attention: When Children Notice What Adults Miss.Psychological science · 2017Article
- Selective attention, diffused attention, and the development of categorization.Cognitive psychology · 2016Article
- Developmental differences in temporal schema acquisition impact reasoning decisions.Cognitive neuropsychologyArticle
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4 authors.
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Abstract
This research examines the mechanism of early induction, the development of induction, and the ways attentional and conceptual factors contribute to induction across development. Different theoretical views offer different answers to these questions. Six experiments with 4- and 5-year-olds, 7-year-olds and adults (N=208) test these competing theories by teaching categories for which category membership and perceptual similarity are in conflict, and varying orthogonally conceptual and attentional factors that may potentially affect inductive inference. The results suggest that early induction is similarity-based; conceptual information plays a negligible role in early induction, but its role increases gradually, with the 7-year-olds being a transitional group. And finally, there is substantial contribution of attention to the development of induction: only adults, but not children, could perform category-based induction without attentional support. Therefore, category-based induction exhibits protracted development, with attentional factors contributing early in development and conceptual factors contributing later in development. These results are discussed in relation to existing theories of development of inductive inference and broader theoretical views on cognitive development.
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