Category structure affects the developmental trajectory of children’s inductive inferences for both natural kinds and artefacts

Inductive reasoning is fundamental to human cognition, yet it remains unclear how we develop this ability and what might influence our inductive choices. We created novel categories in which crucial factors such as domain and category structure were manipulated orthogonally. We trained 403 4-9-year-old children to categorise well-matched natural kind and artefact stimuli with either featural or relational category structure, followed by induction tasks. This wide age range allowed for the first full exploration of the developmental trajectory of inductive reasoning in both domains. We found a gradual transition from perceptual to categorical induction with age. This pattern was stable across domains, but interestingly, children showed a category bias one year later for relational categories. We hypothesise that the ability to use category information in inductive reasoning develops gradually, but is delayed when children need to process and apply more complex category structures

Exemplar models and category specific effects

In recent years, there have been numerous reports of patients with brain damage who show selective identification or recognition deficits for objects from specific categories (see Forde, in press; Humphreys & Forde, 2000, for reviews). The most common deficit appears to be a selective impairment in the identification of living things, accompanied by relatively unimpaired recognition or identification of artificial or non-living objects. However, despite the large number of reported cases with category-specific processing deficits, there is still no agreement on the mechanisms that produce these deficits. It is not even clear whether all such cases can be understood in terms of a single process or mechanism, or whether categoryspecific deficits can be caused by a variety of different factors. In this chapter, we explore category-specific deficits from a theoretical viewpoint that evolved from recent research on perceptual categorization and identification. Although some efforts have been made to model category-specific deficits with connectionist models (e.g., Farah & McClelland, 1991; Humphreys, Lamote, & Lloyd-Jones, 1995), we are not aware of any attempts to apply classical models of categorization and identification1 to the neuropsychological data on category-specificity (with the exception of a study by Dixon, Bub, & Arguin, 1997, which will be discussed in detail later)

Delivering phonological and phonics training within whole-class teaching

Background: Early, intensive phonological awareness and phonics training is widely held to be beneficial for children with poor phonological awareness. However, most studies have delivered this training separately from children's normal whole-class reading lessons. Aims: We examined whether integrating this training into whole class, mixed-ability reading lessons could impact on children with poor phonological awareness, whilst also benefiting normally developing readers. Sample: Teachers delivered the training within a broad reading programme to whole classes of children from Reception to the end of Year 1 (N=251). A comparison group of children received standard teaching methods (N=213). Method: Children's literacy was assessed at the beginning of Reception, and then at the end of each year until 1 year post-intervention. Results: The strategy significantly impacted on reading performance for normally developing readers and those with poor phonological awareness, vastly reducing the incidence of reading difficulties from 20% in comparison schools to 5% in intervention schools. Conclusions: Phonological and phonics training is highly effective for children with poor phonological awareness, even when incorporated into whole-class teaching

Development of reasoning:behavioral evidence to support reinforcement over cognitive control accounts

Speed's theory makes two predictions for the development of analogical reasoning. Firstly, young children should not be able to reason analogically due to an undeveloped PFC neural network. Secondly, category knowledge enables the reinforcement of structural features over surface features, and thus the development of sophisticated, analogical, reasoning. We outline existing studies that support these predictions and highlight some critical remaining issues. Specifically, we argue that the development of inhibition must be directly compared alongside the development of reasoning strategies in order to support Speed's account

We're going to the zoo:Interactive educational activities with animals boost category-based induction in children

We investigated whether category-based induction can be enhanced through educational activities with real-life animals. Four induction tasks involving pictures of real and novel biological kinds were administered to 252 children aged 5- to 7- years, split across two testing sessions. Between these two testing sessions, 129 of these children took part in a zoo-based educational activity where their attention was directed towards the importance of non-obvious category features. In the first testing session, older children made significantly more category inferences, consistent with developmental accounts of category-based induction. In the second testing session, there was a greater increase in category-based induction decisions made by children in the training condition. We suggest that category-based induction could be driven by an accumulation of category knowledge which leads to a deeper understanding of the importance of category features

On the Behaviour of General-Purpose Applications on Cloud Storages

Managing data over cloud infrastructures raises novel challenges with respect to existing and well studied approaches such as ACID and long running transactions. One of the main requirements is to provide availability and partition tolerance in a scenario with replicas and distributed control. This comes at the price of a weaker consistency, usually called eventual consistency. These weak memory models have proved to be suitable in a number of scenarios, such as the analysis of large data with Map-Reduce. However, due to the widespread availability of cloud infrastructures, weak storages are used not only by specialised applications but also by general purpose applications. We provide a formal approach, based on process calculi, to reason about the behaviour of programs that rely on cloud stores. For instance, one can check that the composition of a process with a cloud store ensures `strong' properties through a wise usage of asynchronous message-passing

From Bibliophile to Sesquipedalian: Modeling the Role of Reading Experience in Vocabulary and Reading Comprehension

Purpose We investigated the roles of leisure reading and word reading ability in vocabulary and reading comprehension development in 598 adolescents at ages 10, 11, and 12 (285 girls, 313 boys). Method Structural equation modeling was used to test whether word reading was associated with vocabulary and reading comprehension: a) directly; b) indirectly via leisure reading; or c) both. Results We found both direct and indirect effects of word reading on vocabulary: word reading ability directly predicted outcomes, and also predicted the amount of leisure reading, which in turn predicted vocabulary. For reading comprehension we observed direct but not indirect effects of word reading. As expected, vocabulary and reading comprehension outcomes were strongly correlated. Conclusion Our findings demonstrate the direct effect of word reading ability in predicting vocabulary and reading comprehension, and reveal a crucial mediating role of leisure reading in the development of vocabulary