Literaturnachweis - Detailanzeige
| Autor/inn/en | Smith, Linda B.; Jones, Susan S.; Yoshida, Hanako; Colunga, Eliana |
|---|---|
| Titel | Whose DAM Account? Attentional Learning Explains Booth and Waxman. |
| Quelle | In: Cognition, 87 (2003) 3, S.209-13Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0010-0277 |
| Schlagwörter | Stellungnahme; Cognitive Development; Concept Formation; Cues; Generalization; Knowledge Level; Language Acquisition; Performance Factors; Preschool Children; Research Problems; Theories Kognitive Entwicklung; Concept learning; Begriffsbildung; Stichwort; Wissensbasis; Sprachaneignung; Spracherwerb; Leistungsindikator; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Forschungskritik; Theory; Theorie |
| Abstract | Clarifies features of Smith et al.'s attentional learning account of object naming, arguing that Booth and Waxman's findings address tenets not in the attentional learning account while not addressing one of the central tenets of the attentional learning account. Suggests that the debate about the nature of children's language and cognition would profit from an increased awareness of the different levels of analysis at which different researchers are working. (Author/KB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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