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Nameability supports rule‐based category learning in children and adults.

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Title: Nameability supports rule‐based category learning in children and adults.
Authors: Zettersten, Martin (AUTHOR), Bredemann, Catherine (AUTHOR), Kaul, Megan (AUTHOR), Ellis, Kaitlynn (AUTHOR), Vlach, Haley A. (AUTHOR), Kirkorian, Heather (AUTHOR), Lupyan, Gary (AUTHOR)
Source: Child Development. Mar2024, Vol. 95 Issue 2, p497-514. 18p.
Subjects: Learning, Children, Adults, Color terminology, Verbal learning, Categories (Philosophy)
Abstract: The present study tested the hypothesis that verbal labels support category induction by providing compact hypotheses. Ninety‐seven 4‐ to 6‐year‐old children (M = 63.2 months; 46 female, 51 male; 77% White, 8% more than one race, 4% Asian, and 3% Black; tested 2018) and 90 adults (M = 20.1 years; 70 female, 20 male) in the Midwestern United States learned novel categories with features that were easy (e.g., "red") or difficult (e.g., "mauve") to name. Adults (d = 1.06) and—to a lesser extent—children (d = 0.57; final training block) learned categories composed of more nameable features better. Children's knowledge of difficult‐to‐name color words predicted their learning for categories with difficult‐to‐name features. Rule‐based category learning may be supported by the emerging ability to form verbal hypotheses. [ABSTRACT FROM AUTHOR]
Copyright of Child Development is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Nameability supports rule‐based category learning in children and adults.
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  Data: <searchLink fieldCode="AR" term="%22Zettersten%2C+Martin%22">Zettersten, Martin</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Bredemann%2C+Catherine%22">Bredemann, Catherine</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Kaul%2C+Megan%22">Kaul, Megan</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Ellis%2C+Kaitlynn%22">Ellis, Kaitlynn</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Vlach%2C+Haley+A%2E%22">Vlach, Haley A.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Kirkorian%2C+Heather%22">Kirkorian, Heather</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lupyan%2C+Gary%22">Lupyan, Gary</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Child+Development%22">Child Development</searchLink>. Mar2024, Vol. 95 Issue 2, p497-514. 18p.
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  Data: The present study tested the hypothesis that verbal labels support category induction by providing compact hypotheses. Ninety‐seven 4‐ to 6‐year‐old children (M = 63.2 months; 46 female, 51 male; 77% White, 8% more than one race, 4% Asian, and 3% Black; tested 2018) and 90 adults (M = 20.1 years; 70 female, 20 male) in the Midwestern United States learned novel categories with features that were easy (e.g., "red") or difficult (e.g., "mauve") to name. Adults (d = 1.06) and—to a lesser extent—children (d = 0.57; final training block) learned categories composed of more nameable features better. Children's knowledge of difficult‐to‐name color words predicted their learning for categories with difficult‐to‐name features. Rule‐based category learning may be supported by the emerging ability to form verbal hypotheses. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Child Development is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.1111/cdev.14008
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      – Code: eng
        Text: English
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      – SubjectFull: Children
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      – SubjectFull: Adults
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      – SubjectFull: Color terminology
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              Text: Mar2024
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              Y: 2024
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