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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 Hits 1 – 20 of 22 1 The cognitive foundations of cultural stability and diversity Sperber, Dan; Hirschfeld, Lawrence A. In: Evolution of culture (Aldershot, 2010), p. 421-428 MPI für Psycholinguistik Show details 2 Learning and Interpreting Words for Kinds: Adults' and Children's Understanding of Generic Language. Hollander, Michelle A.. - 2007 Abstract: Many languages distinguish generic utterances (e.g., “Tigers are ferocious”) from non-generic utterances (e.g., “Those tigers are ferocious”). Generic sentences refer to kinds rather than to specific individuals. Thus, generics pose a problem of induction even more striking than that of individual reference. Three studies examined how generic language specially links properties and categories. In Study 1, I assessed comprehension of generics vis-à-vis the quantifier terms “all” and “some”. Generic utterances are distinct in that they are generally true, unlike indefinites (e.g., “Bats live in caves” is generic; “I saw some bats in the cave” is indefinite), but need not be true of all category members, unlike universal quantifiers (e.g. “all”). Four-year-olds and adults appropriately distinguished “some” (e.g. “Do some girls have curly hair?”) from “all” (e.g., “Do all girls have curly hair?”), from generic (e.g., “Do girls have curly hair?”), although 3-year-olds did not. Three-year-olds did distinguish appropriately among category-property pairings of wide-scope (e.g., “Are fires hot?”), of narrow-scope (e.g. “Do books have color pictures?”), and of irrelevant-properties (e.g., “Do garages sing?”), but interpreted sentences with “all” and “some” just as they, and the older participants, treated generics. In Study 2, I used a novel-word extension task to ask if 4- to 5-year-old children and adults distinguish between generic and specific language, and judge that predicating a property of a depicted novel animal using generic language (e.g., “Bants have stripes”), rather than non-generic language (e.g., “This bant has stripes”) implies a more kind-relevant connection between category and property. Participants were asked to endorse an extension of the label taught to a novel animal matching the target instance on either overall similarity or the mentioned property. Wording was found to have a significant effect on responses for both age groups. Study 3 replicated and extended Study 2 in a more stringent test of the pull of generic language away from shape as a dimension along which to judge category membership. Altogether, the results of these three studies suggest that the generic is a default interpretation for young children, who may instead need to learn the semantics of specific and set-theoretic expressions. ; Ph.D. ; Psychology ; University of Michigan, Horace H. Rackham School of Graduate Studies ; http://deepblue.lib.umich.edu/bitstream/2027.42/57646/2/mholl_1.pdf Keyword: Children's Comprehension of Generic Language; Psychology; Social Sciences URL: https://hdl.handle.net/2027.42/57646 BASE Hide details 3 Culture and modularity Sperber, Dan; Hirschfeld, Lawrence A. In: Culture and cognition (Oxford, 2006), p. 149-164 MPI für Psycholinguistik Show details 4 The cognitive foundations of cultural stability and diversity Sperber, Dan; Hirschfeld, Lawrence A. In: Trends in cognitive sciences. - Amsterdam [u.a.] : Elsevier Science 8 (2004) 1, 40-46 BLLDB Show details 5 Why Don't Anthropologists Like Children? Hirschfeld, Lawrence A.. - : Blackwell Publishing Ltd, 2002 BASE Show details 6 The MIT encyclopedia of the cognitive sciences Jordan, Michael Irwin (Mitwirkender); Neville, Helen J. (Mitwirkender); Sperber, Dan (Mitwirkender). - Cambridge, Mass. : MIT Press, 2001 BLLDB UB Frankfurt Linguistik Show details 7 The inside story : "How We Think They Think: Anthropological Approaches to Cognition, Memory, and Literacy. Maurice E.F. Bloch. Boulder, CO: Westview Press, 1997. 205 pp." "- Explaining culture: A Naturalistic Approach. Dan Sperber. Cambridge, MA: Blackwell Publishers, 1996. 175 pp." "- A Cognitive Theory of Cultural Meaning. Claudia Strauss and Naomi Quinn. New York: Cambridge University Press, 1998. 323 pp." "- Mind as Action. James V. Wertsch. New York: Oxford University Press, 1998. 203 pp." [Rezension] Hirschfeld, Lawrence A. In: American anthropologist. - Malden, Mass. [u.a.] : Wiley-Blackwell 102 (2000) 3, 620-629 BLLDB Show details 8 The MIT encyclopedia of the cognitive sciences Neville, Helen J. (Mitarb.); Sperber, Dan (Mitarb.); Wilson, Robert A. (Hrsg.). - Cambridge, Mass. [u.a.] : MIT Press, 1999 BLLDB UB Frankfurt Linguistik Show details 9 How biological is essentialism? Gelman, Susan A.; Hirschfeld, Lawrence A. In: Folkbiology (Cambridge, MA, 1999), p. 403-446 MPI für Psycholinguistik Show details 10 De la différence et de l'exclusion Hirschfeld, Lawrence A. (Mitarb.); Stoczkowski, Wiktor (Mitarb.); Méchin, Colette (Mitarb.)... In: L' homme. - Paris : Ed. de l'EHESS (1999) 150, 15-202 BLLDB Show details 11 What young children think about the relationship between language variation and social difference Hirschfeld, Lawrence A.; Gelman, Susan A. In: Cognitive development. - Amsterdam [u.a.] : Elsevier Science 12 (1997) 2, 213-238 BLLDB Show details 12 Race in the making : cognition, culture, and the child's construction of human kinds Hirschfeld, Lawrence A.. - Cambridge, Mass. [u.a.] : MIT Press, 1996 BLLDB UB Frankfurt Linguistik Show details 13 Race in the making : cognition, culture, and the child's construction of human kinds electronic resource Hirschfeld, Lawrence A.. - Cambridge, Massachusetts : MIT Press, 1996, [1996]©1996 MPI für Psycholinguistik Show details 14 Race in the making : cognition, culture and the child's construction of human kinds Hirschfeld, Lawrence A.. - Cambridge, MA [etc.] : MIT Press, 1996 MPI für Psycholinguistik Show details 15 Anthropology, psychology and the meanings of social causality Hirschfeld, Lawrence A. In: Causal cognition (Oxford, 1995), p. 313-344 MPI für Psycholinguistik Show details 16 Mapping the mind : domain specificity in cognition and culture; [based on a conference "Culture Knowledge and Domain Specificity" held in Ann Arbor, Michigan, Oct. 13-16, 1990] Tooby, John (Mitarb.); Wellman, Henry M. (Mitarb.); Hillis, Argye E. (Mitarb.). - Cambridge : Cambridge Univ. Press, 1994 BLLDB UB Frankfurt Linguistik Show details 17 Mapping the mind : domain specificity in cognition and culture Hirschfeld, Lawrence A. (Hrsg.). - 1. publ. - Cambridge [u.a.] : Cambridge University Press, 1994 IDS Mannheim Show details 18 Is the acquisition of social categories based on domain-specific competence or on knowledge transfer? Hirschfeld, Lawrence A. In: Mapping the mind (Cambridge, 1994), P. 201-233 MPI für Psycholinguistik Show details 19 Mapping the mind : domain specificity in cognition and culture Hirschfeld, Lawrence A.; Gelman, Susan A.. - Cambridge : Cambridge University Press, 1994 MPI für Psycholinguistik Show details 20 Toward a topography of mind : an introduction to domain specificity Hirschfeld, Lawrence A.; Gelman, Susan A. In: Mapping the mind (Cambridge, 1994), P. 3-36 MPI für Psycholinguistik Show details Page: 1 2

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