{"product_id":"developing-object-concepts-in-infancy-isbn-9781405187664","title":"Developing Object Concepts in Infancy","description":"We present a domain-general framework called constrained attentional associative learning to provide a developmental account for how and when infants form concepts for animates and inanimates that encapsulate not only their surface appearance but also their movement characteristics. Six simulations with the same general-purpose architecture implement the features of the theory to model infant behavior in learning about objects’ motion trajectory, their causal role, their onset of motion, and the initial mapping between a label and a moving object. Behavioral experiments with infants tested novel hypotheses generated by the model, showing that verbal labels initially may be associated with specific features rather than overall shape. Implications of the framework and model are discussed in relation to the mechanisms of early learning, the development of the animate–inanimate distinction, and the nature of development in the first years of life.  Abstract vii. \u003cp\u003eI. Introduction 1.\u003c\/p\u003e \u003cp\u003eIi. A connectionist model for early learning about.\u003c\/p\u003e \u003cp\u003eAnimates and inanimates 30.\u003c\/p\u003e \u003cp\u003eIii. Simulations 1a, 1b, and 1c: the role of moving parts.\u003c\/p\u003e \u003cp\u003eIn forming representations of objects 36.\u003c\/p\u003e \u003cp\u003eIv. Simulations 2a and 2b: the role of moving parts.\u003c\/p\u003e \u003cp\u003eIn forming representations of an object presented in.\u003c\/p\u003e \u003cp\u003eA category context 53.\u003c\/p\u003e \u003cp\u003eV. Learning initial mappings between labels and object features:.\u003c\/p\u003e \u003cp\u003eSimulations and experiments with infants 59.\u003c\/p\u003e \u003cp\u003eVi. Simulation 4: a model of rakison, 2005a:.\u003c\/p\u003e \u003cp\u003eAnimacy relations in causal events 72.\u003c\/p\u003e \u003cp\u003eVii. Simulation 5: a model of rakison, 2006:.\u003c\/p\u003e \u003cp\u003eAnimacy relations in noncausal events 80.\u003c\/p\u003e \u003cp\u003eViii. General discussion 85.\u003c\/p\u003e \u003cp\u003eAppendix 99.\u003c\/p\u003e \u003cp\u003eReferences 101.\u003c\/p\u003e \u003cp\u003eAcknowledgments 110.\u003c\/p\u003e \u003cp\u003eCommentary.\u003c\/p\u003e \u003cp\u003eAssociationist learning as a basis of knowledge in infancy.\u003c\/p\u003e \u003cp\u003eLisa m. Oakes 111.\u003c\/p\u003e \u003cp\u003eEncountering concepts in context.\u003c\/p\u003e \u003cp\u003eArlene s. Walker-andrews 120.\u003c\/p\u003e \u003cp\u003eContributors 128.\u003c\/p\u003e \u003cp\u003eStatement of editorial policy 129\u003c\/p\u003e  \u003cb\u003eDavid H. Rakison\u003c\/b\u003e (D.Phil., University of Sussex, 1997) is an Associate Professor of Psychology at the Carnegie Mellon University. His research has focused on the development of categorization and induction in first years of life. In particular, he has studied when and how infants form representations for the various properties of animates and inanimates in the world. He has edited two books on early category and concept development.\u003cbr\u003e \u003cp\u003e\u003cb\u003eGary Lupyan\u003c\/b\u003e is a graduate student in the Department of Psychology Carnegie Mellon University and the Center for the Neural Basis of Cognition. His main interest is in the effects of language on categorization, memory, and attention.\u003c\/p\u003e We present a domain-general framework called constrained attentional associative learning to provide a developmental account for how and when infants form concepts for animates and inanimates that encapsulate not only their surface appearance but also their movement characteristics. Six simulations with the same general-purpose architecture implement the features of the theory to model infant behavior in learning about objects’ motion trajectory, their causal role, their onset of motion, and the initial mapping between a label and a moving object. Behavioral experiments with infants tested novel hypotheses generated by the model, showing that verbal labels initially may be associated with specific features rather than overall shape. Implications of the framework and model are discussed in relation to the mechanisms of early learning, the development of the animate–inanimate distinction, and the nature of development in the first years of life.","brand":"Wiley-Blackwell","offers":[{"title":"Default Title","offer_id":47989053128933,"sku":"NP9781405187664","price":51.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781405187664.jpg?v=1761782599","url":"https:\/\/k12savings.com\/products\/developing-object-concepts-in-infancy-isbn-9781405187664","provider":"K12savings","version":"1.0","type":"link"}