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Johnson, Kathy E.; Scott, Paul; Mervis, Carolyn B. – Journal of Experimental Child Psychology, 2004
Although it is now well established that object concepts are situated within broader systems of theoretical knowledge, it is less clear how theories influence the use of object concepts at various points throughout the continuum of expertise. Two studies were conducted to investigate the impact of specific theories (concerning dinosaurs) and…
Descriptors: Theories, Children, Adults, Paleontology
Mervis, Carolyn B.; Bertrand, Jacquelyn – American Journal on Mental Retardation, 1995
Acquisition of the novel name-nameless category (N3C) principle by 22 toddlers with Down syndrome was studied. Results indicated that the ability to fast map a new word to a category is not available at the start of lexical acquisition. Children who used the N3C principle had larger productive vocabularies than others and had begun to acquire new…
Descriptors: Classification, Cognitive Development, Downs Syndrome, Language Acquisition
Peer reviewedMervis, Carolyn B.; Pani, John R. – Cognitive Psychology, 1980
Two implications of best-example theory for category acquisition were tested using a set of artificial concrete object categories. Categories acquired from initial exposure to good exemplars were learned more easily and accurately. People learn the best exemplars are category members before learning the poor exemplars are category members.…
Descriptors: Classification, Cognitive Development, Concept Formation, Error Analysis (Language)
Hupp, Susan C.; Mervis, Carolyn B. – Journal of the Association for the Severely Handicapped (JASH), 1981
The learning of categories by six severely handicapped students (8 to 18 years old) was measured within the context of manual sign training. As expected, results supported the best example theory of categorization which suggests that some objects are more representative of their category than others. Implications for classroom material selection…
Descriptors: Classification, Cognitive Development, Concept Formation, Elementary Secondary Education
Peer reviewedMervis, Carolyn B.; Bertrand, Jacquelyn – Child Development, 1994
Examined the use by children of the Novel Name-Nameless Category principle, under the framework that lexical principles are acquired in a developmental sequence. Results indicated that the particular principle was not available at the start of lexical acquisition but that exhaustive categorization ability and a vocabulary spurt occur…
Descriptors: Child Development, Child Language, Classification, Cognitive Development
Peer reviewedJohnson, Kathy E.; Scott, Paul; Mervis, Carolyn B. – Developmental Psychology, 1997
Four studies examined developmental differences in the representation of basic-subordinate inclusion relationships in three-, five-, and seven-year olds and undergraduates. Found that even three-year olds showed rudimentary knowledge of the asymmetry of inclusion. There was a marked developmental gap between producing subordinate category names…
Descriptors: Adults, Age Differences, Child Development, Children

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