Developing without concepts.
We evaluate the heterogeneity hypothesis by considering the developmental time course and the mechanism of acquisition of exemplars, prototypes, and theories. We argue that behavioral and modeling data point to a sequential emergence of these three types of concepts within a single system. This suggests that similar or identical underlying cognitive processes - rather than separate ones - underpin representation acquisition.
Yermolayeva
Yevdokiya
Y
Department of Psychology, Carnegie Mellon University, Pittsburgh, PA 15213, USA. yyermola@andrew.cmu.edu
Rakison
David H
DH
D002648:Child; D002657:Child Development; D003210:Concept Formation; D006801:Humans; D011340:Problem Solving