Knowledge, Performance, and Task: Décalage and Dynamics in Young Children’s Noun Generalizations
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چکیده
Studies of cognitive development often find that children’s abilities shift across age and task. The present paper examines an example of such developmental décalage: the same pattern of performance in novel noun generalization occurring at two points in development across forced choice and yes/no tasks. A formal model of these tasks, and an experiment directly comparing performance of children at the same developmental level in each task, demonstrate the importance of understanding how knowledge interacts with the specifics of the task to create behavior and development.
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تاریخ انتشار 2006