Categories, Concepts, and Conceptual Development
Open accessAbstract
Concepts (i.e. lexicalised classes of real or fictitious entities) play a central role in many human intellectual activities, including planning, thinking, reasoning, problem solving, and decision making. How do people acquire concepts in the course of development and learning and use them in their thinking about the world? In this article, we attempt to provide an overview of conceptual development. We suggest that concepts can originate (1) in interactions with the world and get lexicalised later or (2) in the language and get grounded later. The first route is from category learning to a concept, and we discuss this route by focusing on the mechanisms of category learning and developmental changes in these mechanisms. The second route is from a word to a concept, and we discuss this route by focusing on inferring word meanings without visual referents. We then consider proposals of how concepts get organised into networks and hierarchies.
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This is in line with the idea that context helps in category learning.
“This is in line with the idea that context helps in category learning [85].”
From The role of pragmatic mechanisms in referential communication and categorization: An emergent communication model (2026) · cites this paper as [85]
This makes languages that emerged in the context-aware setting likely more similar to natural languages, where concepts are thought to be organized in a hierarchical structure.
“This makes languages that emerged in the context-aware setting likely more similar to natural languages, where concepts are thought to be organized in a hierarchical structure [85].”
From The role of pragmatic mechanisms in referential communication and categorization: An emergent communication model (2026) · cites this paper as [85]
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Mutual influence between language and perception in multi-agent communication games
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“This makes languages that emerged in the context-aware setting likely more similar to natural languages, where concepts are thought to be organized in a hierarchical structure [85].”
- Authors
- Sloutsky, V. M., & Deng, W. (.
- Affiliations
- The Ohio State University (US)
- Department of Psychology, University of Macau, Macau SAR, People’s Republic of China
- Corresponding author
- Sloutsky, Vladimir M.
- Venue
- Language, Cognition and Neuroscience
- Publisher
- Informa UK Limited
- Published
- 2017-10-26
- Volume
- 34
- Issue
- 10
- Pages
- 1284-1297
- ISSN
- 2327-3798 (ISSN-L)
- 2327-3801
- PMC
- PMC7410261
- OpenAlex
- W2766980932
- Cited by
- 77
- References
- 103
- Citations by year
- 2026: 10 · 2025: 8 · 2024: 5 · 2023: 6 · 2022: 8 · 2021: 5 · 2020: 33 · 2019: 1 · 2018: 1
- FWCI
- 12.38
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Language Cognition and Neuroscience (publishedVersion)
- PubMed (publishedVersion)
- PubMed Central (acceptedVersion)
- Funders
- Institute for Educational Sciences (R305A140214)
- National Institutes of Health (R01HD078545, P01HD080679)
- Eunice Kennedy Shriver National Institute of Child Health and Human Development
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Categorization, perception, and language
- Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
- Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
- Keywords
- conceptual development, concepts, categories, category learning, lexicalization, language acquisition, word meaning inference, conceptual networks, concept hierarchy, cognitive development
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