Developing Object Concepts in Infancy: An Associative Learning Perspective
April 2008, Wiley-Blackwell
I. Introduction 1.
Ii. A connectionist model for early learning about.
Animates and inanimates 30.
Iii. Simulations 1a, 1b, and 1c: the role of moving parts.
In forming representations of objects 36.
Iv. Simulations 2a and 2b: the role of moving parts.
In forming representations of an object presented in.
A category context 53.
V. Learning initial mappings between labels and object features:.
Simulations and experiments with infants 59.
Vi. Simulation 4: a model of rakison, 2005a:.
Animacy relations in causal events 72.
Vii. Simulation 5: a model of rakison, 2006:.
Animacy relations in noncausal events 80.
Viii. General discussion 85.
Associationist learning as a basis of knowledge in infancy.
Lisa m. Oakes 111.
Encountering concepts in context.
Arlene s. Walker-andrews 120.
Statement of editorial policy 129
Gary Lupyan is a graduate student in the Department of Psychology Carnegie Mellon University and the Center for the Neural Basis of Cognition. His main interest is in the effects of language on categorization, memory, and attention.