Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/10077/10542
Campo DCValoreLingua
dc.contributor.authorTallandini, Maria A.-
dc.contributor.authorMorsan, Valentina-
dc.contributor.authorToneatti, Laura-
dc.date.accessioned2014-11-25T14:38:52Z-
dc.date.available2014-11-25T14:38:52Z-
dc.date.issued2014-
dc.identifier.citationMaria A. Tallandini, Valentina Morsan, Laura Toneatti, "Children’s Pathways in Concepts Acquisition: Prototypical Vs. Exemplar Categorization" in: Paolo Bernardis, Carlo Fantoni, Walter Gerbino (eds.) "TSPC2014. Proceedings of the Trieste Symposium on Perception and Cognition, November 27-28", Trieste, EUT Edizioni Università di Trieste, 2014, pp. 147-149.it_IT
dc.identifier.urihttp://hdl.handle.net/10077/10542-
dc.description.abstractThis study focused on the prototypical-exemplar categorization dichotomy in pre-school and school-aged children considering 4-11 years old children: categorization at 4 to 5 years of age mainly relied on Perceptual /Descriptive features, and conceptual features were used appropriately only at 8 to 11 years.-
dc.language.isoenit_IT
dc.publisherEUT Edizioni Università di Trieste-
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/-
dc.subjectchildhood-
dc.subjectconcepts development-
dc.subjectcategorization-
dc.subjectprototypicality-exemplarity-
dc.titleChildren’s Pathways in Concepts Acquisition: Prototypical Vs. Exemplar Categorizationit_IT
dc.typeBook Chapter-
dc.identifier.eisbn978-88-8303-610-1-
item.fulltextWith Fulltext-
item.grantfulltextopen-
item.openairetypebookPart-
item.languageiso639-1en-
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