{"database":"biostudies-literature","file_versions":[],"scores":null,"additional":{"submitter":["Zettersten M"],"funding":["Eunice Kennedy Shriver National Institute of Child Health and Human Development","NICHD NIH HHS","National Science Foundation"],"pagination":["497-514"],"full_dataset_link":["https://www.ebi.ac.uk/biostudies/studies/S-EPMC10922161"],"repository":["biostudies-literature"],"omics_type":["Unknown"],"volume":["95(2)"],"pubmed_abstract":["The present study tested the hypothesis that verbal labels support category induction by providing compact hypotheses. Ninety-seven 4- to 6-year-old children (M = 63.2 months; 46 female, 51 male; 77% White, 8% more than one race, 4% Asian, and 3% Black; tested 2018) and 90 adults (M = 20.1 years; 70 female, 20 male) in the Midwestern United States learned novel categories with features that were easy (e.g., \"red\") or difficult (e.g., \"mauve\") to name. Adults (d = 1.06) and-to a lesser extent-children (d = 0.57; final training block) learned categories composed of more nameable features better. Children's knowledge of difficult-to-name color words predicted their learning for categories with difficult-to-name features. Rule-based category learning may be supported by the emerging ability to form verbal hypotheses."],"journal":["Child development"],"pubmed_title":["Nameability supports rule-based category learning in children and adults."],"pmcid":["PMC10922161"],"funding_grant_id":["F32HD110174","F32 HD110174","GRFP DGE‐1747503"],"pubmed_authors":["Bredemann C","Kaul M","Ellis K","Vlach HA","Zettersten M","Kirkorian H","Lupyan G"],"additional_accession":[]},"is_claimable":false,"name":"Nameability supports rule-based category learning in children and adults.","description":"The present study tested the hypothesis that verbal labels support category induction by providing compact hypotheses. Ninety-seven 4- to 6-year-old children (M = 63.2 months; 46 female, 51 male; 77% White, 8% more than one race, 4% Asian, and 3% Black; tested 2018) and 90 adults (M = 20.1 years; 70 female, 20 male) in the Midwestern United States learned novel categories with features that were easy (e.g., \"red\") or difficult (e.g., \"mauve\") to name. Adults (d = 1.06) and-to a lesser extent-children (d = 0.57; final training block) learned categories composed of more nameable features better. Children's knowledge of difficult-to-name color words predicted their learning for categories with difficult-to-name features. Rule-based category learning may be supported by the emerging ability to form verbal hypotheses.","dates":{"release":"2024-01-01T00:00:00Z","publication":"2024 Mar-Apr","modification":"2025-04-18T21:18:28.017Z","creation":"2025-04-07T09:16:02.16Z"},"accession":"S-EPMC10922161","cross_references":{"pubmed":["37728552"],"doi":["10.1111/cdev.14008"]}}