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Cited by 125Categorization, perception, and languageLanguage Development and DisordersChild and Animal Learning Development

The DOI matches its Crossref record; 37 of the 39 references it cites were found in a registry or an index.

Children's Use of Generics in Inductive Inferences

Gelman, Susan A., Star, Jon R., Flukes, Jonathan·2002·Journal of Cognition and Development
DOI 10.1207/s15327647jcd0302_3
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Abstract

What conditions foster or constrain children's category-based induction? This study examined the role of language, specifically the scope of noun phrases used to convey novel property information. We focused on generic noun phrases, which are especially common in child-directed speech and have been argued to play an important role in the growth of category knowledge. In Study 1, 4-year-olds and adults were taught novel properties about familiar categories, using 1 of 3 types of wording: a generic noun phrase (e.g., "Bears like to eat ants"), a universally quantified noun phrase (e.g., "All bears like to eat ants"), or an indefinite plural noun phrase (e.g., "Some bears like to eat ants"). Study 2 was a follow-up study with adults using a more sensitive task. Results indicated sensitivity to type of wording among both preschoolers and adults, with "all" eliciting the most inferences, "some" eliciting the fewest inferences, and generics in between "all" and "some." However, children made fewer category-based inferences from generics than did adults. Together, these studies suggest that (a) preschool children as well as adults distinguish generics from both "all" and "some," and (b) age differences exist in the interpretation of generic noun phrases.

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2 of the 39 references couldn’t be matched to a known paper.

Research works printed but not linked: 6

  1. Carlson, G. & Pelletier, F. J. (1995). The generic book. Chicago: Chicago University Press.
  2. Gelman, S. A. & Diesendruck, G. (1999). What's in a concept? Context, variability, and psychological essentialism. In I. E. Sigel (Ed.), Development of mental representation: Theories and applications (pp. 87-111). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
  3. Goodman, N. (1973). Fact, fiction, and forecast (3rd ed.). Indianapolis, IN: Bobbs-Merrill.
  4. 10.1037//0012-1649.37.5.668 · DOI
  5. Lyons, J. (1977). Semantics (Vol. 1). New York: Cambridge University Press.
  6. 10.1037//0033-295X.97.2.185 · DOI

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Metadata

Authors
Gelman, S. A., Star, J. R., & Flukes, J.
ORCID
Venue
Journal of Cognition and Development
Publisher
Informa UK Limited
Published
2002-05
Volume
3
Issue
2
Pages
179-199
ISSN
  • 1524-8372 (ISSN-L)
  • 1532-7647
DOI
10.1207/s15327647jcd0302_3
OpenAlex
W1987803247
Cited by
125
References
39
Citations by year
2026: 4 · 2025: 1 · 2024: 3 · 2023: 4 · 2022: 1 · 2021: 2 · 2020: 3 · 2019: 6 · 2018: 6 · 2017: 4 · 2016: 2 · 2015: 3 · 2014: 3 · 2013: 3 · 2012: 8
FWCI
21.60
Type
journal article
Language
en
Open access
closed
Locations
Journal of Cognition and Development (publishedVersion)
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
category-based induction, inductive reasoning, child-directed speech, quantifiers, universal quantification, existential quantification, preschool children, age differences, category knowledge, language and cognition

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