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The child increasingly chooses the irregular form, beating the overregularized one, because the child only experiences the irregular form. Maratsos argues that because children often use both the irregular and overregularized forms of the same verb, even in the same speech sample, the blocking theory proposed by Marcus proves problematic.
In cognitive psychology, fast mapping is the term used for the hypothesized mental process whereby a new concept is learned (or a new hypothesis formed) based only on minimal exposure to a given unit of information (e.g., one exposure to a word in an informative context where its referent is present).
An extensional definition gives meaning to a term by specifying its extension, that is, every object that falls under the definition of the term in question.. For example, an extensional definition of the term "nation of the world" might be given by listing all of the nations of the world, or by giving some other means of recognizing the members of the corresponding class.
For example, if a child is faced with a familiar object for which they already have a label, and an unfamiliar object, which they have not yet labeled, they are likely to map a novel word onto the unfamiliar object. This is called the disambiguation effect. Next, the bias might cause an infant to change the extension of a familiar word.
For example, a child hears the sentence, “The cat meeped the bird.” If the child is familiar with the way arguments of verbs interact with the verb, he will infer that "the cat" is the agent and that "the bird" is the patient. Then, he can use these syntactic observations to infer that "meep" is a behaviour that the cat is doing to the bird.
In any of several fields of study that treat the use of signs — for example, in linguistics, logic, mathematics, semantics, semiotics, and philosophy of language — the extension of a concept, idea, or sign consists of the things to which it applies, in contrast with its comprehension or intension, which consists very roughly of the ideas, properties, or corresponding signs that are implied ...
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Some child development studies that examine the effects of experience or heredity by comparing characteristics of different groups of children cannot use a randomized design; while other studies use randomized designs to compare outcomes for groups of children who receive different interventions or educational treatments. [56]