The abstraction of visual prototypes by children
Generate an AI Snapshot to get a quick, structured summary of this paper.
A concise AI-generated summary of the paper will appear here once you click Generate AI Snapshot.
TL;DR
It was demonstrated that children as young as second graders could form prototypical representations from a set of highly similar stimuli and the prototype-plus-transformation model was contrasted with an attribute-frequency model.
Abstract
The present studies demonstrated that children as young as second graders could form prototypical representations from a set of highly similar stimuli. The prototype-plus-transformation model of this performance (Franks & Bransford, 1971) was contrasted with an attribute-frequency model (Neumann, 1974). Results supported the latter model when trigram stimuli were used to test differential predictions from the models.