In the past several years, developmental researchers have begun to transform the vantage points from which we study concepts and their development. This essay begins with a brief and selective critique of two major psychological theories concerning the structure, representation, and development of concepts (the classical view and the prototype view). This is followed by a discussion of fundamental problems inherent in measuring concepts and other intangible products of the mind. Contemporary approaches to conceptual development and organization are then outlined, with a particular focus on two recently published monographs, Categorization and Naming in Children: Problems of Induction (Markman, 1989) and Concepts, Kinds, and Cognitive Development (Keil, 1989).
ASJC Scopus subject areas
- Developmental and Educational Psychology
- Experimental and Cognitive Psychology