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Semantic Feature View
Child forms a concept based on their view of the underlying features of the objects. Child learns the distinguishing
features relevant to each categorical concept. Features are viewed first from general to specific, and there has to be common
critical features (or chosen features) in order for an object to be included in the category. For example: dog- four legs,
head, furry, then comes has a tail, barks, etc. Thus, it is an additive process. The focus here is on perceptual features.
(Clark, 1974)
Functional Core Hypothesis
Children form a concept by way of viewing objects in terms of instances, as the whole, not a sum of parts or features.
Ex: the cocept of 'doll' consists of many objects. You play with a doll, cuddle it, feed it, etc. Objects are looked at for
the function, not by perceptual features.
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Prototype Theory
Core concepts called prototypes are obtained when they take on a meaning. The child picks the most average example of
the category, the one that has the most common characteristics, and compares the novel object to this common example.
For ex: what is a more typical bird? a robin? a penguin? You will more than likely say a robin since it has more of the typical
features of a bird (it flies and chirps) where as a penguin does not. A child does not categorize other members of their category
that do not resemble the prototypes until much later.
(Rosch, 1973)
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Probablistic Strategy
Child forms a concept depending on whether the concept has similar features. If it does, then researchers say that the
child will put it in the category because of the probability that it belongs. Ex: It looks enough like this, so it is this.
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