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The role of linguistic labels in inductive generalization
1Department of Psychology and Center for Cognitive Science, The Ohio State University, Columbus, OH 43210, USA.
Journal of Experimental Child Psychology
|December 29, 2012
Summary
Linguistic labels initially function as object features for young children, not distinct categories. As children develop, these labels evolve into category markers, influencing inductive generalization differently than in adults.
Area of Science:
- Cognitive Development
- Developmental Psychology
- Linguistics
Background:
- Investigating the role of linguistic labels in inductive generalization.
- Examining two theoretical approaches: labels as category denotations versus labels as initial features.
- Highlighting the developmental trajectory of label function.
Purpose of the Study:
- To explore how linguistic labels influence inductive generalization in children and adults.
- To test whether labels function as features or category markers in early development.
- To compare the developmental equivalence of categorization and induction.
Main Methods:
- Four experiments involving 4- and 5-year-olds and adults.
- Replication of previous findings with adults (Yamauchi & Markman, 1998, 2000).
- Extension of experimental paradigms to young children and comparison with visual features.
Main Results:
- Early in development, labels function similarly to other object features.
- Labels gradually develop into category markers over the course of development.
- Categorization and induction appear as equivalent processes in young children, unlike in adults.
Conclusions:
- Findings support the view that labels' role in inductive generalization is developmental.
- Early functioning of labels as features transitions to category marking.
- Developmental differences in the relationship between categorization and induction are highlighted.
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