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By W. Wannenmacher, Th. B. Seiler (auth.), Professor Dr. Thomas B. Seiler, Dr. Wolfgang Wannenmacher (eds.)

This quantity owes its existance to many various assets and influ­ ences. it truly is in response to a gathering that came about from April 30 to could 2, 1982 on the college of expertise in Darmstadt. the belief for that assembly got here whereas we have been elaborating a study application on suggestion improvement and the improvement of be aware that means; we have been encouraged by means of Werner Deutsch of the Max Planck Institute for Psycholinguistics in Nijmegen (The Netherlands) and by way of the Volkswagen starting place in Hannover (Federal Republic of Germany) to arrange a global convention at the related subject. We got down to invite a protracted checklist of affiliates, and we basically remorse that no longer them all have been in a position to attend. This quantity shouldn't be seen because the complaints of that convention. at the one hand, it doesn't comprise the entire papers awarded there, and nevertheless, a few of our colleagues who have been not able to wait have been however prepared to put in writing contributions. moreover, a few who did pre­ despatched papers on the convention revised and reformulated them or maybe submitted thoroughly new ones for this publication. We consider, even if, that during the tip we now have prepared a beneficial selection of paintings within the idea and examine of a box that has occupied not just psychologists and linguists, but in addition philosophers, anthropologists, etc for a protracted time.

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This is the identification of a concept with another concept, the relationship of class inclusion. The criteria for assembling a set of concepts into a supercategory may be set arbitrarily by the information-processing system. Perceptual properties may playa guiding role here, but they need not do so. In summary, we can state that a concept is a complex unit consisting of its relationships to other units. A general concept is defined by the rela24 tionships that can in principle be ascertained in the referents that the concept signifies.

The normal child may be 10, 11, or 12 years of age before he attains adult competence on this structure, and no relation to mental age was observed for this final change. For the study of lexical acquisition, it is the intermediate stage that is of greatest interest. Sometime during the period from roughly 6 to 10 years of age, the child must be acquiring information about common adjectives which allows him to recover the appropriate abstract representation when used in this structure. But there was an observation in those earlier experiments about a characteristic of the child's behaviour in the intermediate stage that is at odds with a simple notion that the child is slowly acquiring information about those particular lexical items over time.

J . Verb. Learn. Verb. , Danks, J. , Putnam, W. (1980): Commonalities and differences in semantic decisions about pictures and words. J. Verb. Learn. Verb. , 19, 54-74 Hoffmann, J. D. (1975): Features and semantic memory: Set-theoretic or network mode 1. Psycho 1. L. model of word identification. J. Verb. Learn. Verb. M. (1975): Speech recoding in reading. J. Verb. Learn. Verb. , 14, 323-339 Klix, F. (1980): "On the Structure and Function of Semantic Memory", in Cognition and Memory , ed. by F.

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