Browsing by Author "Meagher, Kristinn"

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    Animacy cues facilitate 10-month-olds' categorization of novel objects with similar insides
    (2018-11-26) Anderson, Nina; Meagher, Kristinn; Welder, Andrea N.; Graham, Susan
    In this experiment, we examined whether sensitivity to the relevance of object insides for the categorization of animate objects is in place around 10 months of age. Using an object examining paradigm, 10-month-old infants' (N = 58) were familiarized to novel objects with varying outward appearances but shared insides in one of three groups: No cues, Eyes, and Cue control. During test trials, infants were presented with a novel in-category test object followed by an out-of-category test object. When objects were presented with animacy cues (i.e., Eyes), infants categorized the objects together. In contrast, when objects were presented without any added cues or when they were presented with a shared perceptual marker (Cue control, i.e., plastic spoons placed on top of the objects), infants showed no evidence of categorization. These results indicate that by 10 months of age, eyes signal to infants that objects share some kind of uniting commonality that may not be obvious or readily perceptually available.
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    The role of comparison in preschoolers' novel object categorization
    (Elsevier : Journal of Experimental Child Psychology, 2010-06) Graham, Susan; Namy, Laura L.; Gentner, Dedre; Meagher, Kristinn
    We examined the role of the comparison process and shared names on preschoolers' categorization of novel objects. In our studies, 4-year-olds were presented with novel object sets consisting of either one or two standards and two test objects: a shape match and a texture match. When children were presented with one standard, they extended the category based on shape regardless of whether the objects were named. When children were presented with two standards that shared the same texture and the objects were named with the same noun, they extended the category based on texture. The opportunity to compare two standards, in the absence of shared names, led to an attenuation of the effect of shape. These findings demonstrate that comparison plays a critical role in the categorization of novel objects and that shared names enhance this process.
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    The role of comparison in preschoolers' categorization of novel objects
    (2005) Meagher, Kristinn; Graham, Susan
    In two experiments the role of the comparison process and common labels on preschooler' s formation of categories of novel objects were exained. The results of m Experiment I indicate that children were more likely to form a category of objects based on similar shape when not provided with the opportunity to compare the objects. Children were more likely to form a category of objects based on similar texture when the opportunity to compare the objects and common labels were provided. Children who were provided with only the comparison showed a movement away from shape similarities, but not to the same extent as when provided with both cues. The results of Experiment 2 support the previous study and suggest that the findings are not due to the directiveness of the dialogue used in the task. Children appear to spontaneously engage in the comparison process.