Child categorization

Free-listing and Semantic Knowledge: A Tool for Detecting Alzheimer Disease?

BACKGROUND

Impairment in semantic knowledge contributes to Alzheimer disease (AD)-related decline. However, the particulars of the impact AD has on specific domains of knowledge remain debatable.

OBJECTIVE

To investigate the impact of AD on specific semantic categories that are integral to daily functions-living things and man-made objects.

METHOD

We administered a free-listing task (written version) to 19 individuals with AD and 15 cognitively normal older adults and assessed the task's relationship with other cognitive and functional tests in clinical use. We compared the contents of the lists of salient concepts generated by the AD and control groups.

RESULTS

Group membership (AD or control), after controlling for age, sex, formal education, and an estimate of premorbid intellectual ability, predicted the groups' performance on the free-listing task across two categories. Functional status was inversely related to performance on the free-listing task, holding demographic variables constant. Based on a comparison of the contents of the free lists that were generated by the two groups, it was possible to conclude that, in individuals with AD, conceptual knowledge central to the respective categories was well preserved, whereas the peripheral conceptual material showed evidence of degradation.

CONCLUSION

The free-listing task, which is an easy-to-administer and cost-effective tool, could aid in the preliminary detection of semantic knowledge dysfunction, revealing concepts that are better preserved and, possibly, the characterization of AD. Cognitive assessment tools that can be applied across cultures are needed, and the free-listing task has the potential to address this gap.

Childhood poisonings: Effects of ambiguous product characteristics on preschool children's categorization of household chemicals

This study investigated preschool children's categorization and risk perception of products with ambiguous product characteristics (e.g., food-like packaging). These characteristics make it difficult for preschool children to categorize household chemicals correctly. This, therefore, increases the risk of unintentional poisoning. We hypothesized that ambiguity arises from different product characteristics, such as the type of packaging, the products' scent, or the packaging's color and transparency. In four behavioral tasks, N = 108 preschool children (M = 43 months, SD = 3) categorized different products and household chemicals with various types of packaging, colors, and scents. Individually wrapped dishwasher tablets were more likely to be categorized as edible than unwrapped ones. Furthermore, children who had interacted with any type of dishwasher tablet in the last 6 months performed better in identifying dishwasher tablets, regardless of packaging type. Household chemicals with a fruity scent were more likely to be categorized as drinkable than those with a chlorine scent. Finally, the children considered black bottles more dangerous and preferred them less than bottles of a different color. In contrast, bottle transparency generally did not seem to affect risk perception and preference. These findings confirm that ambiguous product characteristics influence children's categorization of unknown products and, thus, their risk perception and decision-making. Manufacturers and caregivers are advised to reduce the ambiguity of household chemicals by designing more neutral product packaging and choosing products with more neutral elements, respectively.

How children generalize novel nouns: An eye-tracking analysis of their generalization strategies

Recent research has shown that comparisons of multiple learning stimuli which are associated with the same novel noun favor taxonomic generalization of this noun. These findings contrast with single-stimulus learning in which children follow so-called lexical biases. However, little is known about the underlying search strategies. The present experiment provides an eye-tracking analysis of search strategies during novel word learning in a comparison design. We manipulated both the conceptual distance between the two learning items, i.e., children saw examples which were associated with a noun (e.g., the two learning items were either two bracelets in a "close" comparison condition or a bracelet and a watch in a "far" comparison condition), and the conceptual distance between the learning items and the taxonomically related items in the generalization options (e.g., the taxonomic generalization answer; a pendant, a near generalization item; versus a bow tie, a distant generalization item). We tested 5-, 6- and 8-year-old children's taxonomic (versus perceptual and thematic) generalization of novel names for objects. The search patterns showed that participants first focused on the learning items and then compared them with each of the possible choices. They also spent less time comparing the various options with one another; this search profile remained stable across age groups. Data also revealed that early comparisons, (i.e., reflecting alignment strategies) predicted generalization performance. We discuss four search strategies as well as the effect of age and conceptual distance on these strategies.

Reading minds or reading scripts? De-intellectualising theory of mind

Understanding the origins of human social cognition is a central challenge in contemporary science. In recent decades, the idea of a 'Theory of Mind' (ToM) has emerged as the most popular way of explaining unique features of human social cognition. This default view has been progressively undermined by research on 'implicit' ToM, which suggests that relevant precursor abilities may already be present in preverbal human infants and great apes. However, this area of research suffers from conceptual difficulties and empirical limitations, including explanatory circularity, over-intellectualisation, and inconsistent empirical replication. Our article breaks new ground by adapting 'script theory' for application to both linguistic and non-linguistic agents. It thereby provides a new theoretical framework able to resolve the aforementioned issues, generate novel predictions, and provide a plausible account of how individuals make sense of the behaviour of others. Script theory is based on the premise that pre-verbal infants and great apes are capable of basic forms of agency-detection and non-mentalistic goal understanding, allowing individuals to form event-schemata that are then used to make sense of the behaviour of others. We show how script theory circumvents fundamental problems created by ToM-based frameworks, explains patterns of inconsistent replication, and offers important novel predictions regarding how humans and other animals understand and predict the behaviour of others.

Atypical Semantic Fluency and Recall in Children and Adolescents with Autism Spectrum Disorders Associated with Autism Symptoms and Adaptive Functioning

It is unclear whether children with autism spectrum disorders have atypical semantic fluency and lower memory for the semantics of words. Therefore, we examined semantic typicality, fluency and recall for the categories of fruits and animals in 60 children with autism aged 7-15 years (boys: 48/girls: 12) compared to 60 typically developing controls. Relative to controls, the autism group had reduced animal fluency, fruit typicality and recall for fruits. Notably, these measures were associated with more autistic-like symptoms and/or lower adaptive functioning across the autism and control groups. In conclusion, atypical semantics of fruits in the autism group may reflect development of idiosyncratic semantic networks while their lower semantic fluency and recall suggest impaired executive language functions.

Seeing household chemicals through the eyes of children-Investigating influential factors of preschoolers' perception and behavior

INTRODUCTION

Children who encounter household chemicals run the risk of unintentional injury. The aim of this study was to understand which factors heighten children's attention or misguide their decision-making concerning household chemicals. We hypothesized that certain product attributes (i.e., label, packaging, closure types), storage context, and parental beliefs play a role in this setting.

METHOD

We conducted a laboratory study with N = 114 children (M = 45 months, SD = 6.5) and their parents (M = 38 years, SD = 4.92). Children completed a series of behavioral tasks in which they had to choose between products with different attributes, identify products in different storage contexts, and sort household chemicals.

RESULTS

The results confirmed that the children preferred products with cartoon-style labels compared to products without such labels. However, children's decision-making did not differ for products with different closure types (child-resistant vs sprayer-type closures). Regarding the storage context, our results showed that the children particularly struggled to identify dishwashing tabs when they were stored with other food items rather than household chemicals. In terms of parental beliefs, our study found that parents rated more household chemicals as child-safe than their children did.

PRACTICAL APPLICATION

Parents should buy household chemicals with neutral labels and pay attention to how their household chemicals are stored. Manufacturers should consider potential adverse effects when developing new product designs.

One-shot generalization in humans revealed through a drawing task

Humans have the amazing ability to learn new visual concepts from just a single exemplar. How we achieve this remains mysterious. State-of-the-art theories suggest observers rely on internal 'generative models', which not only describe observed objects, but can also synthesize novel variations. However, compelling evidence for generative models in human one-shot learning remains sparse. In most studies, participants merely compare candidate objects created by the experimenters, rather than generating their own ideas. Here, we overcame this key limitation by presenting participants with 2D 'Exemplar' shapes and asking them to draw their own 'Variations' belonging to the same class. The drawings reveal that participants inferred-and synthesized-genuine novel categories that were far more varied than mere copies. Yet, there was striking agreement between participants about which shape features were most distinctive, and these tended to be preserved in the drawn Variations. Indeed, swapping distinctive parts caused objects to swap apparent category. Our findings suggest that internal generative models are key to how humans generalize from single exemplars. When observers see a novel object for the first time, they identify its most distinctive features and infer a generative model of its shape, allowing them to mentally synthesize plausible variants.

Clusters, lines and webs-so does my patient have psychosis? reflections on the use of psychiatric conceptual frameworks from a clinical vantage point

Mental health professionals working in hospitals or community clinics inevitably face the realisation that we possess imperfect conceptual means to understand mental disorders. In this paper the authors bring together ideas from the fields of Philosophy, Psychiatry, Cognitive Psychology and Linguistics to reflect on the ways we represent phenomena of high practical importance that we often take for granted, but are nevertheless difficult to define in ontological terms. The paper follows through the development of the concept of psychosis over the last two centuries in the interplay of three different conceptual orientations: the categorical, dimensional and network approaches. Each of these represent the available knowledge and dominant thinking styles of the era in which they emerged and take markedly different stances regarding the nature of mental phenomena. Without particular commitment to any ontological positions or models described, the authors invite the reader into a thinking process about the strengths and weaknesses of these models, and how they can be reconciled in multidisciplinary settings to benefit the process of patient care.

The Effects of Gendered Parenting on Child Development Outcomes: A Systematic Review

Gender role development occurs in the earliest months and years of a child's life. Parental attitudes, behaviours and modelling are likely to play a significant role in this process; however, to date no review has been conducted to consolidate knowledge of the effects of differential parenting on child development. This systematic review aimed to investigate the evidence for differential parenting behaviours based on child gender that affect child development, across six areas (vocalisation, socialisation, play, toys, dress and décor). Searches were conducted for English article using four databases: psycINFO, CINAHL, Sociological Abstract, and SCOPUS. The inclusion criteria were biological or adoptive parents, of a typically developing child aged below five, using any parenting behaviour or strategies that differed by child gender. 45 studies were included in this systematic review (14 vocalisation, 21 socialisation, 7 play, 3 toys). A variety of gender-differentiated parenting behaviours and child outcomes were examined. The review found evidence that parents do respond differently to their children. Parents vocalised differently, used different socialising strategies, played differently and provided different toys to their sons and daughters. This differential parenting was associated with some differences in child development across child gender, including differences in child vocalisation, displays of affect, pain responses, compliance, toy play and aggression. However, the overall quality of the evidence, the lack of longitudinal studies and the heterogeneous nature of the outcomes examined suggest the need for a systematic approach to examining the nature and effects of differential parenting on children's development.

Does adding beer to coffee enhance the activation of drinks? An ERP study of semantic category priming

Categorization - whether of objects, ideas, or events - is a cognitive process that is essential for human thinking, reasoning, and making sense of everyday experiences. Categorization abilities are typically measured by the Wechsler Adult Intelligence Scale (WAIS) similarity subtest, which consists of naming the shared category of two items (e.g., 'How are beer and coffee alike'). Previous studies show that categorization, as measured by similarity tasks, requires executive control functions. However, other theories and studies indicate that semantic memory is organized into taxonomic and thematic categories that can be activated implicitly in semantic priming tasks. To explore whether categories can be primed during a similarity task, we developed a double semantic priming paradigm. We measured the priming effect of two primes on a target word that was taxonomically or thematically related to both primes (double priming) or only one of them (single priming). Our results show a larger and additive priming effect in the double priming condition compared to the single priming condition, as measured by both response times and, more consistently, event-related potentials. Our results support the view that taxonomic and thematic categorization can occur during a double priming task and contribute to improving our knowledge on the organization of semantic memory into categories. These findings show how abstract categories can be activated, which likely shapes the way we think and interact with our environment. Our study also provides a new cognitive tool that could be useful to understand the categorization difficulties of neurological patients.

Unconscious preparation: Effects of prime visibility on semantic generalization of task priming

Studies found that subliminal primes can be associated with specific tasks to facilitate task performance, and such learning is highly adaptive and generalizable. Meanwhile, conditioning studies suggest that aversive/reward learning and generalization actually occur at the semantic level. The current study shows that prime-task associations can also be generalized to novel word/neighbour primes from the same semantic category, and this occurs without contingency awareness. Previous studies have counterintuitively suggested that both the learning of task priming and the semantic priming of word neighbours depend on the lack of visibility. Here, we show that semantic generalization indeed depends on reduced visibility, but cannot occur subliminally. The current study shows for the first time that semantic learning and generalization can occur without any emotional or motivational factors, and that semantic priming can occur for arbitrary-linked stimuli in a context completely devoid of semantics.

Common and distinctive cognitive processes between categorization and category-based induction: Evidence from event-related potentials

Categorization involves forming equivalence classes of discriminable entities, whereas category-based induction (CBI) involves employing categorical knowledge to generalize novel properties. Previous studies have suggested either common or distinctive cognitive processing between categorization and CBI. However, no study has compared cognitive processes with the same stimuli sets using event-related potentials (ERPs), which help to determine the cognitive processes with a high temporal solution. In this study, we compared the ERP responses to categorization and CBI using two separate experiments (i.e., generic and specific conclusions), with the same task materials. Results from both experiments identified distinctive cognitive processing between categorization and CBI based on a greater proportion of "definitely" responses and smaller amplitudes of sustained negativity during categorization. These observations suggest that categorization involves decreased conflict monitoring and control than CBI under single-premise conditions. Contrastingly, categorization and CBI elicited similar FN400 amplitudes in both experiments, which suggests a common cognitive process between them. These findings present the common and distinctive cognitive processes between categorization and CBI.

Children prefer pattern over shape during complex categorization

Numerous studies have shown that children tend to view objects with similar shapes as having the same category. However, these studies often adopt simple categorization tasks and ignore the perceptual dimension (e.g., surface pattern of objects) that likely attract children's attention. The purpose of this study was to test how children categorize when pattern competes against shape. In Experiment 1a children were presented with a target and several testing objects that shared the same shape, color, or texture as the target. The results indicated that children preferentially selected the shape-sharing objects. However, when the texture was replaced by pattern (Experiment 1b), there was no significant difference between shape and pattern choices. When shared features were intricately overlapped between different pairs of stimuli (Experiment 2), children preferentially chose objects that shared patterns over those that shared shapes. These findings are the first to reveal children's pattern preference in categorization, supporting the view that children's categorization is flexible.

Relaciones conceptuales: comparación entre Niños, Adultos Jóvenes y Adultos Mayores

El estudio de la organización del conocimiento en la memoria semántica suscita gran interés en Psicología Cognitiva y Neuropsicología. El conocimiento semántico está representado por conceptos que comparten características y forman una jerarquía inclusiva -organización taxonómica-, o que se vinculan en tiempo y espacio -organización temática o situacional-. Se considera que a lo largo del desarrollo cambia la preferencia por estos tipos de organización, pero son pocos los estudios que comparan las organizaciones conceptuales de niños en edad escolar, adultos jóvenes y mayores, y sus resultados son divergentes. Asimismo, la organización conceptual también varía en función del dominio al que pertenece el concepto (vivo vs no vivo). Por lo tanto, el objetivo general de este estudio fue estudiar qué tipos de organización conceptual empleaban esos grupos en una tarea de producción de atributos para conceptos de seres vivos y no vivos. Los resultados indican que la producción de atributos taxonómicos fue significativamente mayor para los adultos jóvenes que para los adultos mayores y los niños, en tanto la producción taxonómica de estos dos últimos grupos fue pareja. En cuanto a la producción temática, fue alta y homogénea en los tres grupos de edad. Por último, para el dominio de los seres no vivos los atributos resultaron en su mayoría temáticos y perceptivos, y para el dominio de los seres vivos, mayormente perceptivos.

Learning abilities

Learning abilities are present in infancy, as they are critical for adaptation. From simple habituation and novelty responses to stimuli, learning capacities evolve throughout the lifespan. During development, learning abilities become more flexible and integrated across sensory modalities, allowing the encoding of more complex information, and in larger amounts. In turn, an increasing knowledge base leads to adaptive changes in behavior, making responses and actions more precise and effective. The objective of this chapter is to review the main behavioral manifestations of human learning abilities in early development and their biologic underpinnings, ranging from the cellular level to neurocognitive systems and mechanisms. We first focus on the ability to learn from repetitions of stimuli and how years of research in this field have recently contributed to theories of fundamental brain mechanisms whose implications for cognitive development are under study. The ability to memorize associations between different items and events is addressed next as we review the variety of contexts in which this associative memory and its neurologic bases come into play. Together, repetition-based learning and associative memory provide powerful means of understanding the surrounding environment, not only through the gathering and consolidation of specific types of information, but also by continually testing and adjusting stored information to better adapt to changing conditions.

Self-generated variability in object images predicts vocabulary growth

Object names are a major component of early vocabularies and learning object names depends on being able to visually recognize objects in the world. However, the fundamental visual challenge of the moment-to-moment variations in object appearances that learners must resolve has received little attention in word learning research. Here we provide the first evidence that image-level object variability matters and may be the link that connects infant object manipulation to vocabulary development. Using head-mounted eye tracking, the present study objectively measured individual differences in the moment-to-moment variability of visual instances of the same object, from infants' first-person views. Infants who generated more variable visual object images through manual object manipulation at 15 months of age experienced greater vocabulary growth over the next six months. Elucidating infants' everyday visual experiences with objects may constitute a crucial missing link in our understanding of the developmental trajectory of object name learning.

Cognitive Development Is a Reconstruction Process that May Follow Different Pathways: The Case of Number

Some cognitive functions shared by humans and certain animals were acquired early in the course of phylogeny and, in humans, are operational in their primitive form shortly after birth. This is the case for the quantification of discrete objects. The further phylogenetic evolution of the human brain allows such functions to be reconstructed in a much more sophisticated way during child development. Certain functional characteristics of the brain (plasticity, multiple cognitive processes involved in the same response, interactions, and substitution relationships between those processes) provide degrees of freedom that open up the possibility of different pathways of reconstruction. The within- and between-individual variability of these developmental pathways offers an original window on the dynamics of development. Here, I will illustrate this theoretical approach to cognitive development-which can be called "reconstructivist" and "pluralistic"-using children's construction of number as an example.

How semantic category modulates preschool children's visual memory

The dynamic interplay between perception and memory has been explored in preschool children by presenting filtered stimuli regarding animals and artifacts. The identification of filtered images was markedly influenced by both prior exposure and the semantic nature of the stimuli. The identification of animals required less physical information than artifacts did. Our results corroborate the notion that the human attention system evolves to reliably develop definite category-specific selection criteria by which living entities are monitored in different ways.

Interpersonal engagement mediates the relation between maternal affect and externalising behaviour in young children with type 1 diabetes

Mother-child interactions around a shared activity have been shown to play a key role in the development of young children's capacity to interact cooperatively with others. This evidence is particularly germane to type 1 diabetes (T1D) management in younger children where cooperation with parental treatment efforts is crucial for treatment success and where maternal distress and child behavioural problems are risk factors for treatment management, biomedical and psychological outcomes. In 49 4-to-8 year old children with T1D, we investigated whether the association between maternal affect and child problematic behaviour is mediated by mother-child interactions in the context of a T1D-relevant collaborative problem-solving activity. Mothers completed standardised measures of maternal and child psychological adjustment and interacted with their children in the problem-solving activity, analysed for quality of interpersonal engagement based on evaluations of maternal (sensitivity and cognitive stimulation) and dyadic (joint attention and warmth) behaviours. Mediation analyses confirmed the hypothesis that interpersonal engagement mediates the relation between maternal affective state and child behavioural problems. Specifically, more negative maternal affect is associated with lower levels of interpersonal engagement; these less engaged interactions in turn are associated with more behavioural problems in children. These findings are consistent with research involving typically developing children. The implications of our findings are twofold. First, in the context of psychological adjustment to T1D, maternal affect and mother-child interactions are 2 potential targets for interventions which promote cooperative interactions. Second, understanding and caring for children at biological risk requires attention to developmental psychology theory and method; in particular, research addressing parent-child cooperation carries both conceptual and clinical relevance.

Nonhuman primate vocalizations support categorization in very young human infants

Language is a signature of our species and our primary conduit for conveying the contents of our minds. The power of language derives not only from the exquisite detail of the signal itself but also from its intricate link to human cognition. To acquire a language, infants must identify which signals are part of their language and discover how these signals are linked to meaning. At birth, infants prefer listening to vocalizations of human and nonhuman primates; within 3 mo, this initially broad listening preference is tuned specifically to human vocalizations. Moreover, even at this early developmental point, human vocalizations evoke more than listening preferences alone: they engender in infants a heightened focus on the objects in their visual environment and promote the formation of object categories, a fundamental cognitive capacity. Here, we illuminate the developmental origin of this early link between human vocalizations and cognition. We document that this link emerges from a broad biological template that initially encompasses vocalizations of human and nonhuman primates (but not backward speech) and that within 6 mo this link to cognition is tuned specifically to human vocalizations. At 3 and 4 mo, nonhuman primate vocalizations promote object categorization, mirroring precisely the advantages conferred by human vocalizations, but by 6 mo, nonhuman primate vocalizations no longer exert this advantageous effect. This striking developmental shift illuminates a path of specialization that supports infants as they forge the foundational links between human language and the core cognitive processes that will serve as the foundations of meaning.