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Overregularization research led by Daniel Slobin argues against B.F. Skinner's view of language development through reinforcement. It shows that children actively construct words' meanings and forms during the child's own development. [6] Differing views on the causes of overregularization and its extinction have been presented.
Once shown both objects, the children were then told "show me the [nonsense syllable]" to see which object the children would assign this new label. The children had a significant tendency to "reject a second label for [a familiar] object, treating it, instead, as a label for a novel object." This is often referred to as a simple disambiguation ...
It is a normal effect observed in the language of beginner and intermediate language-learners, whether native-speaker children or foreign-speaker adults. Because most natural languages have some irregular forms, moving beyond overregularization is a part of mastering them. Usually, learners' brains move beyond overregularization naturally, as a ...
An example of categorical scope and perceptual similarity can be illustrated when children learn animal names. Studies show that children think the identity of an animal only changes if its internal properties change. Children extended labels to two perceptually similar animals more often than when they were dissimilar. [12]
Pareidolia, a tendency to perceive a vague and random stimulus (often an image or sound) as significant, e.g., seeing images of animals or faces in clouds, the man in the Moon, and hearing non-existent hidden messages on records played in reverse.
Klein saw children's play as their primary mode of emotional communication. While observing children as they played with toys such as dolls, animals, plasticine or pencils and paper, Klein documented their activities and interactions. She then attempted to interpret the unconscious meaning behind their play.
Examples of studies that have explored these capacities and tendencies in primates are listed in a table within the ‘Research on Imitation and Emulation in Primates’ section below. Beyond the studies listed, in a naturalistic environment, imitative learning is seen in many animal species.
On the one hand, one hypothesis proposes that some non-human animals have complex cognitive processes which allow them to attribute mental states to other individuals, sometimes called "mind-reading" while another proposes that non-human animals lack these skills and depend on more simple learning processes such as associative learning; [4] or ...