Abstract
This study examined the influence of object labels and shape similarity on 16- to 21-month-old infants' inductive inferences. In three experiments, a total of 144 infants were presented with novel target objects with or without a nonobvious property, followed by test objects that varied in shape similarity to the target. When objects were not labeled, infants generalized the nonobvious property to test objects that were highly similar in shape (Experiment 1). When objects were labeled with novel nouns, infants relied both on shape similarity and shared labels to generalize properties (Experiment 2). Finally, when objects were labeled with familiar nouns, infants generalized the properties to those objects that shared the same label, regardless of shape similarity (Experiment 3). The results of these experiments delineate the role of perceptual similarity and conceptual information in guiding infants' inductive inferences.
Highlights
Young children's ability to reason injgedecntusericanltizmievudlietfilpfyleerewniatsytsyaapneds use these classifications to of properties, if they have fundamental component of early concseupffticuieanlt kdneowvleedlg-e about and experience with unopment
It is clear that the study of inductive inferences in infancy is important for at least two reaschoolers are taught a fact about a target object and are asked whether that fact can be generalized to other test objects
Ber of target actions infants performed on test objects after having first seen a functional target object versus a nonfunctional target object were compared
Summary
Young children's ability to reason injgedecntusericanltizmievudlietfilpfyleerewniatsytsyaapneds use these classifications to of properties, if they have fundamental component of early concseupffticuieanlt kdneowvleedlg-e about and experience with unopment. Investigations of young children's inductive disregard perceptual similarity and generalize properties on the basis of shared underlying kind when abilities suggested that preschoolers were limited to reasoning on the basis of perceptually based categothe target and test objects are given the same count noun label. It is clear that the study of inductive inferences in infancy is important for at least two reaschoolers are taught a fact about a target object and are asked whether that fact can be generalized to other test objects.
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