The place of perception in children's concepts

Abstract

Current research on children's concepts and categories reflects a growing consensus that nonperceptual knowledge is central to concepts and determines category membership, whereas perceptual knowledge is peripheral in concepts and at best a rough guide to category membership. In this article, we assess the theoretical and empirical bases for this view. We examine experiments that seem to support the idea that concepts are principally nonperceptual, and find that the evidence is not compelling. We then turn to research on children's lexical category formation, which highlights multidirectional interactions between perception, language, and other kinds of knowledge, in specific contexts. This evidence suggests that conceptual knowledge encompasses both perceptual and nonperceptual knowledge as equal and interacting partners. The evidence also suggests a view of concepts, not as mentally represented structures, but as assemblies of knowledge computed on-line in specific task contexts.