Hostname: page-component-745bb68f8f-g4j75 Total loading time: 0 Render date: 2025-02-11T23:50:28.411Z Has data issue: false hasContentIssue false
  • English
  • Français

Making living versus nonliving distinctions: Lessons from infants

Published online by Cambridge University Press:  06 November 2001

Martha E. Arterberry
Martha E. Arterberry
Affiliation:
Department of Psychology, Gettysburg College, Gettysburg, PA 17325 arterber@gettysburg.edu www.gettysburg.edu/~arterber/sheet.html
Rights & Permissions [Opens in a new window]

Abstract

Core share and HTML view are not available for this content. However, as you have access to this content, a full PDF is available via the ‘Save PDF’ action button.

Developmental research on infants' categorization of living and nonliving objects finds that very young children are equally skilled in grouping such objects. The lack of a specialization for one type of object over another may be due to knowledge of function and the time frame for acquiring such knowledge.

Type
Brief Report
Information
Behavioral and Brain Sciences , Volume 24 , Issue 3 , June 2001 , pp. 477 - 478
Copyright
© 2001 Cambridge University Press