{"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/"}]}