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{
    "pk": 26274,
    "title": "Salience versus prior knowledge - how do children learn rules?",
    "subtitle": null,
    "abstract": "Categories are essential for thinking, learning, and communi-cating. Research has shown that young children and adultstreat categories very differently, with young children favor-ing whole objects while adults focus on the key informationin most cases. If so, then how can young children learn cat-egories requiring focused attention to key features? Studieshave shown that drawing attention to rules had facilitative ef-fects. We sought to identify whether the effect was driven byinstruction about rules or by stimulus-driven factors. Our re-sults suggest that even with instruction, 4-year-olds were notable to attend to key information. Simply making importantinformation more salient, however, allowed them to learn thecategory and transfer to situations when the key feature wasno longer salient.",
    "language": "eng",
    "license": {
        "name": "",
        "short_name": "",
        "text": null,
        "url": ""
    },
    "keywords": [
        {
            "word": "category learning; attention; cognitive develop-ment"
        }
    ],
    "section": "Papers",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/3g9424gk",
    "frozenauthors": [
        {
            "first_name": "Samuel",
            "middle_name": "",
            "last_name": "Rivera",
            "name_suffix": "",
            "institution": "The Ohio State University",
            "department": ""
        },
        {
            "first_name": "Vladimir",
            "middle_name": "M.",
            "last_name": "Sloutsky",
            "name_suffix": "",
            "institution": "The Ohio State University",
            "department": ""
        }
    ],
    "date_submitted": null,
    "date_accepted": null,
    "date_published": "2016-01-01T18:00:00Z",
    "render_galley": null,
    "galleys": [
        {
            "label": "PDF",
            "type": "pdf",
            "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26274/galley/15910/download/"
        }
    ]
}