Common Mechanisms in Infant and Adult Category Learning

Autor/inn/en	Gureckis, Todd M.; Love, Bradley C.
Titel	Common Mechanisms in Infant and Adult Category Learning
Quelle	In: Infancy, 5 (2004) 2, S. 173-198 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-0008
DOI	10.1207/s15327078in0502_4
Schlagwörter	Forschungsbericht; Infants; Classification; Adult Learning; Computation; Models; Correlation; Memory; Perceptual Development; Cognitive Development; Sensory Experience; Experimental Psychology; Stimuli; Feedback (Response); Habituation; Novelty (Stimulus Dimension); Adults; Spatial Ability + Suchen Sie Ihr Suchwort? Infant; Toddler; Toddlers; Kleinkind; Classification system; Klassifikation; Klassifikationssystem; Adulte education; Adult training; Erwachsenenbildung; Analogiemodell; Korrelation; Gedächtnis; Wahrnehmungsentwicklung; Kognitive Entwicklung; Sinnerfahrung; Experimentelle Psychologie; Anreizsystem; Räumliches Vorstellungsvermögen
Abstract	Computational models of infant categorization often fail to elaborate the transitional mechanisms that allow infants to achieve adult performance. In this article, we apply a successful connectionist model of adult category learning to developmental data. The Supervised and Unsupervised Stratified Adaptive Incremental Network (SUSTAIN) model is able to account for the emergence of infants' sensitivity to correlated attributes (e.g., has wings and can fly). SUSTAIN offers 2 complimentary explanations of the developmental trend. One explanation centers on memory storage limitations, whereas the other focuses on limitations in perceptual systems. Both explanations parallel published findings concerning the cognitive and sensory limitations of infants. SUSTAIN's simulations suggest that conceptual development follows a continuous and smooth trajectory despite qualitative changes in behavior and that the mechanisms that underlie infant and adult categorization might not differ significantly. (Contains 1 table and 4 figures.) (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10