From Perceptual Categories to Concepts: What Develops?
Article first published online: 23 AUG 2010
Copyright © 2010 Cognitive Science Society, Inc.
Special Issue: Mechanisms of Cognitive Development: Domain-General Learning or Domain-Specific Constraints?
Volume 34, Issue 7, pages 1244–1286, September 2010
How to Cite
Sloutsky, V. M. (2010), From Perceptual Categories to Concepts: What Develops?. Cognitive Science, 34: 1244–1286. doi: 10.1111/j.1551-6709.2010.01129.x
- Issue published online: 2 SEP 2010
- Article first published online: 23 AUG 2010
- Received 24 December 2008; received in revised form 10 November 2009; accepted 12 November 2009
- Cognitive development;
- Category learning;
- Conceptual development;
- Cognitive neuroscience
People are remarkably smart: They use language, possess complex motor skills, make nontrivial inferences, develop and use scientific theories, make laws, and adapt to complex dynamic environments. Much of this knowledge requires concepts and this study focuses on how people acquire concepts. It is argued that conceptual development progresses from simple perceptual grouping to highly abstract scientific concepts. This proposal of conceptual development has four parts. First, it is argued that categories in the world have different structure. Second, there might be different learning systems (subserved by different brain mechanisms) that evolved to learn categories of differing structures. Third, these systems exhibit differential maturational course, which affects how categories of different structures are learned in the course of development. And finally, an interaction of these components may result in the developmental transition from perceptual groupings to more abstract concepts. This study reviews a large body of empirical evidence supporting this proposal.