000			01712cam a2200289 4500500
005			20250112032702.0
041			_afre
042			_adc
100	1	0	_aLagarrigue, Yannick _eauthor
700	1	0	_a Thibaut, Jean-Pierre _eauthor
245	0	0	_aLearning and generalizing new nouns: A review
260			_c2021.
500			_a95
520			_aWhen they learn a new word, young children need to understand which are the relevant dimensions. The relevant dimensions are not always very salient, whereas salient properties might be conceptually irrelevant. This review illustrates the benefits of comparing simultaneously two (or more) examples introduced as members of the same category. This situation has been shown to be more effective for understanding the relevant dimensions than the presentation of a single example or of several items introduced sequentially. We present studies showing that situations in which training examples are given are more effective than situations in which the examples are not labeled. We also include comparisons of nouns for objects and nouns for relations (e.g., neighbor, addition). We comment upon the costs of comparison associated with the number of examples, for young children. As a conclusion, simple mechanisms of comparison are presented, including alignment.
690			_anoun
690			_acomparison
690			_ageneralization
690			_achildren
690			_aconcept
690			_anoun
690			_acomparison
690			_ageneralization
690			_achildren
690			_aconcept
786	0		_nEnfance | o 2 | 2 | 2021-05-21 | p. 143-159 | 0013-7545
856	4	1	_uhttps://shs.cairn.info/journal-enfance-2021-2-page-143?lang=en
999			_c160756 _d160756