Infants' formation and use of categories to segregate objects.
Infants' formation and use of categories to segregate objects.
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婴儿形成并使用类别来区分物体。
DOI：
10.1016/j.cognition.2004.02.002
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发表时间：
2005
期刊：
影响因子：
--
通讯作者：
Lockhead,Gregory
中科院分区：
文献类型：
--
作者：
Needham,Amy;Dueker,Gwenden;Lockhead,Gregory
通过五个系列的实验研究了四个半月大的婴儿（N=100）类别的形成和使用。对于每个实验，测试事件都有一个由圆柱体和盒子组成的显示器。之前的研究表明，这个年龄段的婴儿并没有将这种显示清楚地解析为单个单元或两个单独的单元。在测试之前，向婴儿展示了一组类别范例。有关此类别的知识可以帮助婴儿消除测试显示的歧义，其中包含此类别的新颖示例。对由两个独立单元组成的测试显示的清晰解释（如婴儿观看移动在一起的时间比观看移动分开的测试事件的时间更长所表明的）被视为类别形成和使用的证据。在实验 1 和 5 中，婴儿之前对一组与测试盒相似的三个不同盒子的经验促进了他们对测试展示的隔离。实验2表明三个不同的范例是必要的：先前对实验1中使用的三个盒子中的任何两个的经验并不能促进婴儿对测试展示的隔离。实验3表明，样本组的可变性是必要的：先前使用三个相同盒子的经验并不利于婴儿对测试展示的隔离。实验4表明，在这些非常短暂的预先暴露的条件下，样本组和测试盒之间的相似性是必要的：先前对与测试盒不太相似的三个不同盒子的经验并不能促进婴儿对测试展示的隔离。总之，这些发现表明：(a) 样本集中的样本数量、变异性和相似性对于婴儿的类别形成很重要，(b) 婴儿利用他们的类别知识来确定展示中对象的边界。
Four- and-a-half-month-old infants' (N=100) category formation and use was studied in a series of five experiments. For each experiment, the test events featured a display composed of a cylinder and a box. Previous research showed that this display is not clearly parsed as a single unit or as two separate units by infants of this age. Immediately prior to testing, infants were shown a set of category exemplars. Knowledge about this category could help infants disambiguate the test display, which contained a novel exemplar of this category. Clear interpretation of the test display as composed of two separate units (as indicated by infants' longer looking at the move-together than at the move-apart test event) was taken as evidence of category formation and use. In Experiments 1 and 5, infants' prior experience with a set of three different boxes that were similar to the test box facilitated their segregation of the test display. Experiment 2 showed that three different exemplars are necessary: prior experience with any two of the three boxes used in Experiment 1 did not facilitate infants' segregation of the test display. Experiment 3 showed that variability in the exemplar set is necessary: prior experience with three identical boxes did not facilitate infants' segregation of the test display. Experiment 4 showed that under these conditions of very brief prior exposure, similarity between the exemplar set and test box is necessary: prior experience with three different boxes that were not very similar to the test box did not facilitate infants' segregation of the test display. Together, these findings suggest that: (a) number of exemplars, variability, and similarity in the exemplar set are important for infants' category formation, and (b) infants use their category knowledge to determine the boundaries of the objects in a display.