A Connectionist Account of Ontological Boundary Shifting
Previous research on children’s categorizations has suggested that children use perceptual and conceptual knowledge to generalize object names. In particular, the relation between ontological categories and linguistic categories appears to be a critical cue to learning object categories. However, the mechanism underlying this relation remains unclear. Here we propose a connectionist model for the acquisition of ontological knowledge by learning linguistic categories of entities. The results suggest that linguistic cues help children attend to specific perceptual properties.
KeywordsCategory Learning Connectionist Model Ontological Category Word Learning Cognitive Science Society
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