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Young children's use of functional information to categorize artifacts: three factors that matter
Cognition 77 (2):133-168 (2000)
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Citations of this work
Evocation of functional and volumetric gestural knowledge by objects and words.Daniel N. Bub, Michael E. J. Masson & George S. Cree - 2008 - Cognition 106 (1):27-58.
From the Lexicon to Expectations About Kinds: A Role for Associative Learning.Eliana Colunga & Linda B. Smith - 2005 - Psychological Review 112 (2):347-382.
Categorical structure among shared features in networks of early-learned nouns.Thomas T. Hills, Mounir Maouene, Josita Maouene, Adam Sheya & Linda Smith - 2009 - Cognition 112 (3):381-396.
Word learning is 'smart': evidence that conceptual information affects preschoolers' extension of novel words.A. Booth - 2002 - Cognition 84 (1):B11-B22.
Mutual exclusivity in autism spectrum disorders: Testing the pragmatic hypothesis.Ashley de Marchena, Inge-Marie Eigsti, Amanda Worek, Kim Emiko Ono & Jesse Snedeker - 2011 - Cognition 119 (1):96-113.
References found in this work
The role of theories in conceptual coherence.Gregory L. Murphy & Douglas L. Medin - 1985 - Psychological Review 92 (3):289-316.
The scope of teleological thinking in preschool children.Deborah Kelemen - 1999 - Cognition 70 (3):241-272.
Concept, word, and sentence: Interrelations in acquisition and development.Katherine Nelson - 1974 - Psychological Review 81 (4):267-285.
Young children are sensitive to how an object was created when deciding what to name it.Paul Bloom - 2000 - Cognition 76 (2):91-103.
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