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Categorization (Psychology) in children --- Categorization (Psychology) in children.

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Categorization is an essential and unavoidable instrumentality for conceptually navigating a world-indeed for being able to conceptualize a world to be navigated. Classification is a pivotal instrument for scientific systemization, featured as a basis for the philosophical understanding of reality since Aristotle, but classificatory concepts of sorts, types and natural kinds inevitably pervade our understanding of ourselves and our position in the social as well as the natural world at all levels. The authors argue that the character, purpose-, context-, and culture-relativity of categories and categorization have been widely misunderstood - that standard philosophical views are substantially correct in some respects but markedly mistaken in others. The book offers a comprehensive survey of basic principles of classification and categorization, a survey of relevant empirical work, and a multitude of illustrative examples accompanied by instructive analysis of ways and means. The work traces wide-ranging implications of the current approach for philosophical problematic and paradox in philosophy of mind, epistemology and metaphysics, philosophy of science, social philosophy and ethics.

Categorization (Psychology) --- Philosophy of mind.

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The study of object category development is a central concern in the field of cognitive science. Researchers investigating visual and auditory perception, cognition, language acquisition, semantics, neuroscience, and modeling have begun to tackle a number of different but centrally related questions concerning the representations and processes that underlie categorization and its development. This book covers a broad range of current research topics in category development. Its aim is to understand the perceptual and cognitive mechanisms that underlie category formation and how they change in

Categorization (Psychology) in children --- Child psychology

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Stimulus class formation has been studied independently by two groups of researchers. One group has come out of a learning theory approach, while the second has developed out of a behavior analytic tradition. The purpose of the present volume is to further establish the ties between these two research areas while allowing for differences in approach to the questions asked. The book is loosely organized around four themes. The first two sections deal with what constitutes functional and equivalence classes in animals and humans. In the third section, the authors attempt to identify stimulus control variables that contribute to the formation of equivalences classes. The last section deals with the complex issue of the role of verbal behavior in equivalence classes. The goal of the book is to provide the reader with a better understanding of the current state of research and theory in stimulus class formation. It is also hoped that it will stimulate research into how and under what conditions, stimulus classes can form.

Categorization (Psychology) --- Mental representation --- Symbolism (Psychology)

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Categorization (Psychology) --- Face perception --- Visual perception