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Learning words from pictures: 15- and 17-month-old infants appreciate the referential and symbolic links among words, pictures, and objects
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In: http://groups.psych.northwestern.edu/waxman/documents/GeraghtyWaxmanGelman2014CogDev.pdf (2014)
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Boys will be boys, cows will be cows: Children’s essentialist reasoning about gender and animal development
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In: http://www.psych.nyu.edu/rhodes/TaylorRhodes%26Gelman2009_CD.pdf (2009)
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Early word-learning entails reference, not merely associations
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In: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2829659/pdf/nihms-174517.pdf (2009)
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| 4 |
Developmental changes in the understanding of generics q
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In: http://www.yale.edu/minddevlab/papers/gelman%26bloom.pdf (2006)
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| 5 |
Mother-child conversations about pictures and objects: Referring to categories and individuals
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In: http://homepage.psy.utexas.edu/HomePage/Class/Psy394N/Woolley/12 Apr 11 Representation/Gelman et al., 2005.pdf (2005)
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| 6 |
see number words as
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In: http://ling.umd.edu//~jlidz/Teaching/F05Seminar/sarneckagelman04.pdf (2003)
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Conceptual and linguistic biases in children’s word learning. Developmental Psychology 34:823–39
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In: https://faculty.biu.ac.il/~dieseng/Files/Diesendrucketal.1998.pdf (1998)
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Abstract:
Four studies examined the influence of essentialist information and perceptual similarity on preschool-ers ' interpretations of labels. In Study 1, 3-, 4-, and 5-year-olds were less likely to interpret 2 labels for animals as referring to mutually exclusive categories: when the animals were said to share internal, rather than superficial, properties and when the animals were perceptually similar rather than dissimilar. In Study 2, neither internal nor functional property information influenced 4-year-olds ' interpretations of labels for artifacts. Studies 3 and 4 provide baseline data, demonstrating that the domain differences were not due to prior differences in children's lexical knowledge in the 2 domains. These results suggest that children have essentialist beliefs about animals, but not about artifacts, and that these beliefs interact with children's assumptions about word meaning in determin-ing their interpretations of labels. There has been much interest lately in the interaction among language, perception, and conceptual knowledge in children's language acquisition and conceptual development. A central question concerns how preschoolers decide that two entities are "of the same kind " and how this conceptual decision relates to children's naming decisions. Currently, researchers debate about whether children's labels are manifestations of deep con-ceptual structures (Sqja, Carey, & Spelke, 1992) or whether they simply reflect children's bias to attend to perceptual proper-ties of object (Barsalou, 1993; Smith, Jones, & Landau, 1996). The purpose of the present studies is to address this broad question by investigating whether children rely on one kind of conceptual belief—essentialism—in extending labels. Also examined is whether this belief applies differently in various ontological domains and for varying degrees of perceptual simi-larity between entities in these domains. Gelman, Medin, and their colleagues (Gelman, Coley, & Gott-
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URL: http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.476.2353
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| 8 |
What young children think about the relation between language variation and social difference
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In: http://www.wjh.harvard.edu/~lds/pdfs/hirshfeld1997.pdf (1997)
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Research Article CARROT-EATERS AND CREATURE-BELIEVERS: The Effects of Lexicalization on Children’s Inferences About Social Categories
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In: http://www.tamu.edu/faculty/takashi/psyc689_2005/Readings/Gelman %26 Heyman 1999.pdf
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| 10 |
Children’s Interpretation of Generic Noun Phrases
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In: https://www.msu.edu/~jonstar/papers/Hollander.pdf
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| 11 |
Generics Are a Cognitive Default: Evidence From Sentence Processing
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In: http://csjarchive.cogsci.rpi.edu/Proceedings/2011/papers/0207/paper0207.pdf
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| 12 |
Psychological essen
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In: http://homepage.psy.utexas.edu/HomePage/Class/Psy333N/Legare Fall 2008/Articles/Gelman2004.pdf
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