Use of multiple exemplars in object concept training: How many are sufficient?

1986 ◽  
Vol 6 (4) ◽  
pp. 305-317 ◽  
Author(s):  
Susan C. Hupp
Keyword(s):  
Object Concept ◽  
Multiple Exemplars

An Alternative Explanation of the Infant's Difficulty in the Stage III, IV, and V Object-Concept Tasks

Perception ◽  
1982 ◽  
Vol 11 (5) ◽  
pp. 577-588 ◽  
Author(s):  
Irene Neilson
Keyword(s):  
Alternative Explanation ◽  
Stage Iii ◽  
Object Concept

Traditional explanations of the infant's difficulty in the stage III, IV, and V object-concept tasks have centred on the fact that the object is made to disappear. It is argued that this emphasis is mistaken. Two experiments are reported which demonstrate that infants continue to have difficulty in these tasks when tested with transparent occluders. The implications of these findings for alternative explanations of the infant's difficulty in the stage III, IV, and V tasks are considered.

scholarly journals Stylizing face images via multiple exemplars

2017 ◽  
Vol 162 ◽  
pp. 135-145 ◽  
Author(s):  
Yibing Song ◽  
Linchao Bao ◽  
Shengfeng He ◽  
Qingxiong Yang ◽  
Ming-Hsuan Yang
Keyword(s):  
Multiple Exemplars ◽  
Face Images

Acquisition and generalization of novel object concepts by young language learners

1986 ◽  
Vol 13 (1) ◽  
pp. 67-83 ◽  
Author(s):  
Gail Ross ◽  
Katherine Nelson ◽  
Harriet Wetstone ◽  
Ellen Tanouye
Keyword(s):  
Language Learners ◽  
Object Type ◽  
Novel Object ◽  
Object Concept

ABSTRACTTwenty-month-old children learned to recognize nonsense labels for five novel object concepts and were tested on generalization to variants of these concepts. Children were presented with either one or three examples of each object type during learning sessions. Results showed that receptive learning of names for object concepts was significantly related to a number of possible manipulations specific to each object type and to labelling by children. Children's generalization choices were consistent with adults' ranking of similarity of variants to concept prototypes. Children who learned less well were more likely to generalize to new instances of an object concept and to a greater number of variants if they had been exposed to three rather than one example during training sessions. Results also support the hypothesis that differentiation of objects in interaction is important to the formation of an object concept at this age.

Plus ça change . . . : Jost, Piaget, and the dynamics of embodiment

2001 ◽  
Vol 24 (1) ◽  
pp. 63-65 ◽  
Author(s):  
J. E. R. Staddon ◽  
A. Machado ◽  
O. Lourenço
Keyword(s):  
Dynamic Model ◽  
Memory Errors ◽  
Object Concept ◽  
Quantitative Properties

The “A-not-B” error is consistent with an old memory principle, Jost's Law. Quantitative properties of the effect can be explained by a dynamic model for habituation that is also consistent with Jost. Piaget was well aware of the resemblance between adult memory errors and the “A-not-B” effect and, contrary to their assertions, Thelen et al.'s analysis of the object concept is much the same as his, though couched in different language.

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