Concept Formation

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  Subject Areas on Research

  • A Review of the State of the Science of HIV and Stigma: Context, Conceptualization, Measurement, Interventions, Gaps, and Future Priorities. 
  • A Way of Seeing: How Occupation Is Portrayed to Students When Taught as a Concept Beyond Its Use in Therapy. 
  • A comparison of American and Nepalese children's concepts of freedom of choice and social constraint. 
  • A context-sensitive and non-linguistic approach to abstract concepts. 
  • A schema for common cents. 
  • A self-agency bias in preschoolers\textquotesingle causal inferences. 
  • Age-related differences in medial temporal lobe involvement during conceptual fluency. 
  • Bigger knows better: young children selectively learn rule games from adults rather than from peers. 
  • Body orientation and face orientation: two factors controlling apes' behavior from humans. 
  • Bootstrapping word order in prelexical infants: a Japanese-Italian cross-linguistic study. 
  • Can chimpanzees (Pan troglodytes) discriminate appearance from reality? 
  • Children's ability to answer different types of questions. 
  • Children's understanding of first- and third-person perspectives in complement clauses and false-belief tasks. 
  • Chimpanzees really know what others can see in a competitive situation. 
  • Closed-minded cognition: Right-wing authoritarianism is negatively related to belief updating following prediction error. 
  • Cognitive bases of lexical development: object permanence and relational words. 
  • Collaborative partner or social tool? New evidence for young children's understanding of joint intentions in collaborative activities. 
  • Communication about absent entities in great apes and human infants. 
  • Concept Maps for Improved Science Reasoning and Writing: Complexity Isn't Everything. 
  • Concepts included in and critical to nursing curricula: an analysis. 
  • Conceptual consumption. 
  • Conditional probability versus spatial contiguity in causal learning: Preschoolers use new contingency evidence to overcome prior spatial assumptions. 
  • Copying results and copying actions in the process of social learning: chimpanzees (Pan troglodytes) and human children (Homo sapiens). 
  • Demonstrations of a generation effect in context memory. 
  • Developing a concept of choice. 
  • Developing intuitions about free will between ages four and six 
  • Differing views: Can chimpanzees do Level 2 perspective-taking? 
  • Do great apes use emotional expressions to infer desires? 
  • Does the chimpanzee have a theory of mind? 30 years later. 
  • Domestic dogs (Canis familiaris) are sensitive to the attentional state of humans. 
  • Done wrong or said wrong? Young children understand the normative directions of fit of different speech acts. 
  • Drawing Boundaries: The Difficulty in Defining Clinical Reasoning. 
  • Eighteen-month-olds understand false beliefs in an unexpected-contents task. 
  • Emotion processing in the aging brain is modulated by semantic elaboration. 
  • Encoding and inhibition of arbitrary episodic context with abstract concepts. 
  • Epidemiology of hormone-associated cancers as a reflection of age. 
  • Everyday problem solving in adulthood and old age. 
  • Fewer medications for in vitro fertilization can be better: thinking outside the box. 
  • Good test--retest reliability for standard and advanced false-belief tasks across a wide range of abilities. 
  • Great apes anticipate that other individuals will act according to false beliefs. 
  • How toddlers and preschoolers learn to uniquely identify referents for others: a training study. 
  • Impact of a concept map teaching approach on nursing students' critical thinking skills. 
  • Investigating the mixture and subdivision of perceptual and conceptual processing in Japanese memory tests. 
  • Ironic effects of drawing attention to story errors. 
  • Knowledge matters: how children evaluate the reliability of testimony as a process of rational inference. 
  • Learning concepts of cinenurducation: an integrative review. 
  • Learning errors from fiction: difficulties in reducing reliance on fictional stories. 
  • Making It Harder to "See" Meaning: The More You See Something, the More Its Conceptual Representation Is Susceptible to Visual Interference. 
  • Means to the goal of remembering: developmental changes in awareness of strategy use--performance relations. 
  • On measuring fuzziness: a comment on "A fuzzy set approach to modifiers and vagueness in natural language". 
  • Pedagogical cues encourage toddlers\textquotesingle transmission of recently demonstrated functions to unfamiliar adults 
  • Prototype formation in autism. 
  • Reasoning about knowledge: Children’s evaluations of generality and verifiability 
  • Resting on laurels: the effects of discrete progress markers as subgoals on task performance and preferences. 
  • Rethinking the objectives of decision aids: a call for conceptual clarity. 
  • Role of conceptual knowledge in learning and retention of conditioned fear. 
  • Situational systematicity: A role for schema in understanding the differences between abstract and concrete concepts. 
  • Strategies for revising judgment: how (and how well) people use others' opinions. 
  • The Concept of "Concept Mapping" Is Useful in Teaching Residents to Teach. 
  • The abstraction of form in semantic categories. 
  • The choice is yours: Infants' expectations about an agent's future behavior based on taking and receiving actions. 
  • The effect of previously learned words on the child's acquisition of words for similar referents. 
  • The importance of decision making in causal learning from interventions. 
  • The role of past interactions in great apes' communication about absent entities. 
  • The role of preschoolers’ social understanding in evaluating the informativeness of causal interventions 
  • The six most essential questions in psychiatric diagnosis: a pluralogue part 1: conceptual and definitional issues in psychiatric diagnosis. 
  • The social-cognitive basis of infants' reference to absent entities. 
  • The sources of normativity: young children's awareness of the normative structure of games. 
  • Three-year-olds understand appearance and reality--just not about the same object at the same time. 
  • Tracking the emergence of memories: A category-learning paradigm to explore schema-driven recognition. 
  • Training 2;6-year-olds to produce the transitive construction: the role of frequency, semantic similarity and shared syntactic distribution. 
  • Transfer of category learning to impoverished contexts. 
  • Twelve-month-olds communicate helpfully and appropriately for knowledgeable and ignorant partners. 
  • Two- and four-year-olds learn to adapt referring expressions to context: effects of distracters and feedback on referential communication. 
  • Two-year-olds exclude novel objects as potential referents of novel words based on pragmatics. 
  • Two-year-olds grasp the intentional structure of pretense acts. 
  • Understanding attention: 12- and 18-month-olds know what is new for other persons. 
  • Vision impairment and cognitive decline among older adults: a systematic review. 
  • Visual and Semantic Representations Predict Subsequent Memory in Perceptual and Conceptual Memory Tests. 
  • Visual recognition of biological motion is impaired in children with autism. 
  • When what’s inside counts: Sequence of demonstrated actions affects preschooler’s categorization by nonobvious properties. 
  • Wisconsin Card Sorting Test performance in schizophrenia: the role of working memory. 
  • Young Children Infer Causal Strength From Probabilities and Interventions 
  • Young children follow pointing over words in interpreting acts of reference. 
  • Young children mostly keep, and expect others to keep, their promises. 
  • Young children understand multiple pretend identities in their object play. 
  • Young children's understanding of joint commitments. 
  • Young children's understanding of the context-relativity of normative rules in conventional games.