By William E. Merriman (auth.), Stan A. Kuczaj II, Martyn D. Barrett (eds.)
For it slow now, the research of cognitive improvement has been a long way and away the main energetic self-discipline inside of developmental psychology. even supposing there will be a lot war of words as to the precise percentage of papers released in increase psychological journals that may be thought of cognitive, 50% appears like a conserva tive estimate. as a result, a sequence of scholarly books dedicated to paintings in cognitive improvement is mainly acceptable at the moment. The Springer sequence in Cognitive improvement includes uncomplicated forms of books, particularly, edited collections of unique chapters through a number of autbors, and unique volumes written through one writer or a small staff of authors. The flagship for the Springer sequence is a serial booklet of the "advances" varieties, wearing the sub identify development in Cognitive improvement examine. every one quantity within the development series is strongly thematic, in that it really is restricted to a couple well-defmed area of cognitive-developmental learn (e. g. , logical and mathematical improvement, improvement of learning). All growth volumes might be edited collections. Editors of such collections, upon session with the sequence Editor, may possibly decide on to have their books released both as contributions to the growth series or as sepa expense volumes. All books written through one writer or a small staff of authors are being released as separate volumes in the sequence. a reasonably extensive defmition of cognitive improvement is getting used within the selec tion of books for this series.
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Extra resources for The Development of Word Meaning: Progress in Cognitive Development Research
Merriman of behavioral equivalence for the child is the same as the level of behavioral equivalence for the adult. Mervis and Mervis (1982) have shown that mothers use some basic level terms more broadly in speech to their 13-month-olds than in speech to older children and adults. " Mervis and Mervis introduce the term child basic category to denote the extension of a basic level term addressed to or used by a young child. Child basic categories overlap but do not coincide with adult basic categories.
Neither Nelson nor Clark anticipated typicality effects in their original formulations. Several studies. have documented the importance of typicality considerations to an account of lexical development. For example, Rosch (1973) found 9- to l1-year-old boys to be more likely to reject atypical instances than typical instances as referents of concrete nouns. Anglin (1977; Kay & Anglin, 1982) provided additional evidence that 2- to 5-year-olds learn to categorize typical instances before they learn to categorize atypical instances.
The principle of contrast overrides the principle of conventionality, at least in some instances. The principle of contrast appears to operate in only one direction in the early stages of word learning. It guides the child's decisions about what to call things, but it does not guide the child's comprehension of new words. This follows from Clark's view that the formation of concepts to match a pattern of a new word's use is a late development. If the principle of contrast operates when the child is deciding how to describe things or events, the tendency to make word approximations and to use general purpose words should be limited.