A theory of knowledge acquisition in the development of verbal concepts

Abstract

A theory of knowledge acquisition in the development of verbal concepts is presented. The theory is divided into three subtheories. The first specifies the information processes asserted to be central to the development of verbal concepts. The second subtheory specifies the informational cues upon which these processes operate. The third subtheory specifies variables that moderate the use of the proposed processes on the proposed cues. Each of these subtheories is described, and it is shown how the subtheories apply to the acquisition of verbal concepts. Following this description, a model of mental representation is described and proposed as the model that is built up by the knowledge-acquisition processes posited by the theory. Then, the loci of development in the theory are discussed. Finally, the theory is briefly compared to other theories, and some conclusions about acquisition of verbal knowledge are drawn.