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{
    "pk": 27389,
    "title": "Shaping the Dynamics of Category Learning in Infants and Adults\nby Varying Learning Context",
    "subtitle": null,
    "abstract": "During the first year of life, infants develop a remarkable ability to\ngroup objects based on their similarities and differences. This\nability of category formation represents one of the main\nmechanisms underlying the organisation of the semantic system.\nEarly categories are formed spontaneously, in a non-supervised\nfashion and this type of category acquisition remains present even\nwhen more sophisticated forms of supervised category learning\nemerge. Even though there are various models of categorisation\nmechanisms across the lifespan, there is a gap in the research\ninvestigating implicit categorisation at different stages of cognitive\ndevelopment. Therefore, the aim of the current study was to\ncompare processes of spontaneous concept formation in infants\nand adults using an experimental paradigm based on novelty\npreference. We discovered that both infants and adults show\nevidence of category learning (Experiment 1), though with\ndifferent amount of training being needed to achieve the task.\nAdults successfully categorised objects already after a single block\nof training. Infants reached a level comparable to that of adults\nafter twice the amount of training. As these tasks inevitably pose\ndifferent cognitive and sensory demands to the two groups, in\nExperiments 2 and 3 we explored how varying parameters of the\nlearning context affect dynamics of category formation.\nDecreasing memory demands of the task resulted in an\nacceleration of infants’ category formation (Experiment 2),\nwhereas posing memory load in an implicit category learning task\ndecelerated adults’ dynamics of category formation (Experiment\n3).",
    "language": "eng",
    "license": {
        "name": "",
        "short_name": "",
        "text": null,
        "url": ""
    },
    "keywords": [
        {
            "word": "categorisation"
        },
        {
            "word": "learning context"
        },
        {
            "word": "non-supervised\ncategory acquisition"
        },
        {
            "word": "novelty preference"
        },
        {
            "word": "cognitive load"
        },
        {
            "word": "memory\ndemands"
        },
        {
            "word": "Infants"
        },
        {
            "word": "Adults"
        },
        {
            "word": "eye tracking"
        }
    ],
    "section": "Posters: Papers",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/7hf311pv",
    "frozenauthors": [
        {
            "first_name": "Jelena",
            "middle_name": "",
            "last_name": "Sucevic",
            "name_suffix": "",
            "institution": "University of Oxford",
            "department": ""
        },
        {
            "first_name": "Nadja",
            "middle_name": "",
            "last_name": "Althaus",
            "name_suffix": "",
            "institution": "University of Oxford",
            "department": ""
        },
        {
            "first_name": "Kim",
            "middle_name": "",
            "last_name": "Plunkett",
            "name_suffix": "",
            "institution": "University of Oxford",
            "department": ""
        }
    ],
    "date_submitted": null,
    "date_accepted": null,
    "date_published": "2017-01-01T18:00:00Z",
    "render_galley": null,
    "galleys": [
        {
            "label": "PDF",
            "type": "pdf",
            "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27389/galley/17025/download/"
        }
    ]
}