Publication Cover
The Journal of Genetic Psychology
Research and Theory on Human Development
Volume 176, 2015 - Issue 2
277
Views
8
CrossRef citations to date
0
Altmetric
Articles

Development of the Shape Bias During the Second Year

Pages 82-92 | Received 10 Jul 2014, Accepted 26 Dec 2014, Published online: 16 Mar 2015

REFERENCES

  • Bloom, P. (2000). How children learn the meanings of words. Cambridge, MA: MIT Press.
  • Booth, A.E., & Waxman, S.R. (2002). Word learning is ‘smart’: Evidence that conceptual information affects preschoolers’ extensions of novel words. Cognition, 84, B11–B22. doi:10.1016/S0010-0277(02)00015-X
  • Booth, A.E., & Waxman, S.R. (2006). Déjà vu all over again: Re-revisiting the conceptual status of early word learning: Comment on Smith and Samuelson (2006). Developmental Psychology, 42, 1344–1346. doi:10.1037/0012-1649.42.6.1344
  • Booth, A.E., & Waxman, S.R. (2008). Taking stock as theories of word learning take shape. Developmental Science, 11, 185–194. doi:10.1111/j.1467-7687.2007.00664.x
  • Colunga, E., & Smith, L.B. (2008). Knowledge embedded in process: The self organization of skilled noun learning. Developmental Science, 11, 195–203. doi:10.1111/j.1467-7687.2007.00665.x
  • Diesendruck, G., & Bloom, P. (2003). How specific is the shape bias? Child Development, 74, 168–178. doi:10.1111/1467-8624.00528
  • Elman, J.L. (2008). The shape bias: An important piece in a bigger puzzle. Developmental Science, 11, 219–222. doi:10.1111/j.1467-7687.2007.00669.x
  • Fulkerson, A.L. (2006). Does object naming aid 12-month-olds’ formation of novel object categories? First Language, 26, 347–361.
  • Gelman, R. (1990). Structural constraints on cognitive development: Introduction to a special issue of Cognitive Science. Cognitive Science, 14, 3–10. doi:10.1207/s15516709cog1401_1
  • Gershkoff-Stowe, L., & Smith, L.B. (2004). Shape and the first hundred nouns. Child Development, 75, 1098–1114. doi:10.1111/j.1467-8624.2004.00728.x
  • Goldstone, R.L., & Landy, D. (2010). Domain-creating constraints. Cognitive Science, 34, 1357–1377. doi:10.1111/j.1551-6709.2010.01131.x
  • Graham, S.A., & Diesendruck, G. (2010). Fifteen-month-old infants attend to shape over other perceptual properties in an induction task. Cognitive Development, 25, 111–123. doi:10.1016/j.cogdev.2009.06.002
  • Hollich, G., Hirsh-Pasek, K., Golinkoff, R.M., Hennon, E., Chung, H.L., Rocroi, C., … Brown, E. (2000). Breaking the language barrier: An emergentist coalition model for the origins of word learning. Monographs of the Society for Research in Child Development, 65(3), Serial No. 262.
  • Hupp, J.M. (2008). Demonstration of the shape bias without label extension. Infant Behavior & Development, 31, 511–517. doi:10.1016/j.infbeh.2008.04.002
  • Hupp, J.M., & Sloutsky, V.M. (2011). Learning to learn: From within-modality to cross-modality transfer in infancy. Journal of Experimental Child Psychology, 110, 408–421. doi:10.1016/j.jecp.2011.05.002
  • Keen, R.E., & Berthier, N.E. (2004). Continuities and discontinuities in infants’ representations of objects and events. Advances in Child Development and Behavior, 32, 243–279. doi:10.1016/S0065-2407(04)80009-0
  • Keil, F.C. (2008). The shape of things to come: The future of the shape bias controversy. Developmental Science, 11, 216–219. doi:10.1111/j.1467-7687.2007.00668.x
  • Landau, B., Smith, L.B., & Jones, S.S. (1988). The importance of shape in early lexical learning. Cognitive Development, 3, 299–321. doi:10.1016/0885-2014(88)90014-7
  • Landau, B., Smith, L.B., & Jones, S.S. (1998). Object shape, object function, and object name. Journal of Memory and Language, 38, 1–27. doi:10.1006/jmla.1997.2533
  • Markson, L., Diesendruck, G., & Bloom, P. (2008). The shape of thought. Developmental Science, 11, 204–208. doi:10.1111/j.1467-7687.2007.00666.x
  • Mintz, T.H., & Gleitman, L.R. (2002). Adjectives really do modify nouns: The incremental and restrictive nature of early adjective acquisition. Cognition, 84, 267–293.
  • Pereira, A.F., & Smith, L.B. (2009). Developmental changes in visual object recognition between 18 and 24 months of age. Developmental Science, 12, 67–80. doi:10.1111/j.1467-7687.2008.00747.x
  • Perry, L.K., & Samuelson, L.K. (2011). The shape of the vocabulary predicts the shape of the bias. Frontiers in Psychology, 2, 1–12. doi:10.3389/fpsyg.2011.00345
  • Poulin-Dubois, D., Frank, I., Graham, S.A., & Elkin, A. (1999). The role of shape similarity in toddlers’ lexical extensions. British Journal of Developmental Psychology, 17, 21–36. doi:10.1348/026151099165131
  • Rakison, D.H. & Butterworth, G.E. (1998). Infants’ attention to object structure in early categorization. Developmental Psychology, 34, 1310–1325. doi:10.1037/0012-1649.34.6.1310
  • Regier, T. (2005). The emergence of words: Attentional learning in form and meaning. Cognitive Science, 29, 819–865.
  • Samuelson, L.K., & Bloom, P. (2008). The shape of controversy: What counts as an explanation of development? Introduction to the special section. Developmental Science, 11, 183–184. doi:10.1111/j.1467-7687.2007.00663.x
  • Samuelson, L.K., & Horst, J.S. (2008). Confronting complexity: Insights from the details of behavior over multiple timescales. Developmental Science, 11, 209–215. doi:10.1111/j.1467-7687.2007.00667.x
  • Samuelson, L.K., Horst, J.S., Schutte, A.R., & Dobbertin, B.N. (2008). Rigid thinking about deformables: Do children sometimes overgeneralize the shape bias? Journal of Child Language, 35, 559–589. doi:10.1017/S0305000908008672
  • Samuelson, L.K., & Smith, L.B. (2005). They call it like they see it: Spontaneous naming and attention to shape. Developmental Science, 8, 182–198. doi:10.1111/j.1467-7687.2005.00405.x
  • Sloutsky, V.M. (2010). Mechanisms of cognitive development: Domain-general learning or domain-specific constraints? Introduction to a special issue of Cognitive Science. Cognitive Science, 34, 1125–1130. doi:10.1111/j.1551-6709.2010.01132.x
  • Smith, L.B. (1999). Children's noun learning: How general learning processes make specialized learning mechanisms. In B. MacWhinney (Ed.), The emergence of language (pp. 277–303). Mahwah, NJ: Erlbaum.
  • Smith, L.B. (2000). Learning how to learn words: An associative crane. In R.M. Golinkoff, K. Hirsh-Pasek, L. Bloom, L.B. Smith, A.L. Woodward, N. Akhtar, M. Tomasello, & G. Hollich (Eds.), Becoming a word learner: A debate on lexical acquisition (pp. 51–80). Oxford, England: Oxford University Press.
  • Smith, L.B. (2003). Learning to recognize objects. Psychological Science, 14, 244–250. doi:10.1111/1467-9280.03439
  • Smith, L.B., Colunga, E., & Yoshida, H. (2010). Knowledge as process: Contextually cued attention and early word learning. Cognitive Science, 34, 1287–1314. doi:10.1111/j.1551-6709.2010.01130.x
  • Smith, L.B., Jones, S.S., Landau, B., Gershkoff-Stowe, L., & Samuelson, L. (2002). Object name learning provides on-the-job training for attention. Psychological Science, 13, 13–19. doi:10.1111/1467-9280.00403
  • Smith, L.B., Jones, S.S., Yoshida, H., & Colunga, E. (2003). Whose DAM account? Attentional learning explains Booth and Waxman. Cognition, 87, 209–213. doi:10.1016/s0010-0277(02)00236-6
  • Smith, L.B., & Samuelson, L. (2006). An attentional learning account of the shape bias: Reply to Cimpian and Markman (2005) and Booth, Waxman, and Huang (2005). Developmental Psychology, 42, 1339–1343. doi:10.1037/0012-1649.42.6.1339
  • Son, J.Y., Smith, L.B., & Goldstone, R.L. (2008). Simplicity and generalizations: Short-cutting abstraction in children's object categorizations. Cognition, 108, 626–638. doi:10.1016/j.cognition.2008.05.002
  • Waxman, S.R., & Booth, A.E. (2001). Seeing pink elephants: Fourteen-month-olds’ interpretations of novel nouns and adjectives. Cognitive Psychology, 43, 217–242. doi:10.1006/cogp.2001.0764
  • Woodward, A.L., Markman, E.M., & Fitzsimmons, C.M. (1994). Rapid word learning in 13- and 18-month-olds. Developmental Psychology, 30, 553–566. doi:10.1037/0012-1649.30.4.553

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.