How and when infants and young children begin to develop emotion categories is not yet
well understood. Research has largely treated the learning problem as one of identifying …

We present a systematic and qualitative review of academic literature on early conceptual
development (0–24 months of age), with an emphasis on methodological aspects. The final …

Infants are curious learners who drive their own cognitive development by imposing
structure on their learning environment as they explore. Understanding the mechanisms by …

According to recent theoretical proposals, one function of infant goal attribution is to support
early social learning of artifact functions from instrumental actions, and one function of infant …

This report examines whether knowledge about function influences the formation of artifact
categories in 11–12-month old infants. Using an object-examination task, a set of artificial …

We present a domain-general framework called constrained attentional associative learning
to provide a developmental account for how and when infants form concepts for animates …

The authors examined the relation between infants' motor skills and attention to objects
features in events in which a hand acted on an object (eg, squeezed it) that then produced a …

This volume investigates the English spatial preposition over and prepositions in general,
frequently regarded as function words with little semantic content, and shows that they …

In this article, we review the principal findings on infant categorization from the last 30 years.
The review focuses on behaviorally based experiments with visual preference, habituation …

What processes do infants employ in categorizing? Infants might categorize on line as they
encounter category‐related entities; alternatively, infants might depend on prior experience …