title: Why learning and development can lead to poorer recognition memory.
abstract: Current models of inductive reasoning in children and adults assume a central role for categorical knowledge. A recent paper by Sloutsky and Fisher challenges this assumption, showing that children are more likely than adults to rely on perceptual similarity as a basis for induction, and introduces a more direct method for examining the representations activated during induction. This method has the potential to constrain models of induction in novel ways, although there are still important challenges.
authors.affiliation: School of Psychology, University of New South Wales, Sydney, N.S.W. 2052, Australia. B.Hayes@unsw.edu.au <B.Hayes@unsw.edu.au>
authors.forename: Brett K
authors.initials: BK
authors.lastname: Hayes
authors.forename: Evan
authors.initials: E
authors.lastname: Heit
mesh_terms: D002648:Child; D002657:Child Development / Q000502:physiology*; D003657:Decision Making / Q000502:physiology; D006801:Humans; D007858:Learning / Q000502:physiology*; D008568:Memory / Q000502:physiology*; D021641:Recognition, Psychology / Q000502:physiology*