Abstract
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).
Original language | English (US) |
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Pages (from-to) | 105-118 |
Number of pages | 14 |
Journal | Cognitive Development |
Volume | 6 |
Issue number | 1 |
DOIs | |
State | Published - Jan 1 1991 |
ASJC Scopus subject areas
- Developmental and Educational Psychology
- Experimental and Cognitive Psychology