title: Developing without concepts.
abstract: 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.
authors.affiliation: Department of Psychology, Carnegie Mellon University, Pittsburgh, PA 15213, USA. yyermola@andrew.cmu.edu
authors.forename: Yevdokiya
authors.initials: Y
authors.lastname: Yermolayeva
authors.forename: David H
authors.initials: DH
authors.lastname: Rakison
mesh_terms: D002648:Child; D002657:Child Development; D003210:Concept Formation; D006801:Humans; D011340:Problem Solving