Creative Interpretations of Novel Conceptual Combinations in Aging

Mashal, Nira; Coblentz, Shoshana

doi:10.1080/10400419.2014.901071

Cited by 5 publications

(3 citation statements)

References 18 publications

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“…We speculate that 4‐ and 5‐year‐old children and adults may represent the experimental toys as hybrids to some extent, especially given that the dual properties and the joint labels were aggregates of two categories. Borrowing from the adult concepts literature, hybridization is one way that adults interpret conceptual (noun–noun) combinations (Mashal & Coblentz, ; Wisniewski, ). Specifically, additive hybrids are formed from the union of the two constituent concepts including the two sets of attributes.…”

Section: Discussionmentioning

confidence: 99%

“…The results also reveal how these preferences emerge in 3‐year‐olds. Studying how different cognitive processes (e.g., creativity, see Mashal & Coblentz, ) might contribute to children's preference for label and property conjunctions will be an important next step in future research. Such research holds promise for further illuminating our understanding of lexical usage and classification practices within the context of complex items from toys to other objects and entities.…”

Section: Discussionmentioning

confidence: 99%

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A ladybug bear can fly and climb trees: Children prefer conjunctions of labels and properties for cross‐classifiable toys

Nguyen

Girgis

Knopp

2019

Infant and Child Development

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The present studies (N = 159) investigated children's and adults' preferences for label and property conjunctions for cross‐classifiable toys. In Study 1, 4‐year‐olds, 5‐year‐olds, and adults participated in a labelling and property attribution task involving experimental toys that belong to two categories and control toys that belong to only one category. In Study 2, the same age groups were tested on a version of the task focusing on the control toys. In Study 3, 4‐ and 5‐year‐olds were tested on a modified version of the labelling and property attribution task involving the experimental and control toys. Finally, Study 4 tested a younger age group, 3‐year‐olds. Overall, the results indicated that by age 3 years, individuals prefer assigning experimental toys (but not controls) with joint labels that are a conjunction of two single category labels. By age 4 years, individuals prefer assigning experimental toys (but not controls) with dual properties that are a conjunction of two single properties. These results document the development of how different types of toys elicit preferences for conjunctions of labels that denote membership in two distinct categories and conjunctions of properties that combine features of these categories. Highlights This study examines children's preferences in labeling and attributing properties to cross-classifiable toys. Children labeled and attributed properties to toys that belonged to two categories (experimental) and one category (control). The results reveal that by 4 years, children prefer both label and property conjunctions for the experimental toys that can be cross‐classified into more than one category, but not for the control toys.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

A ladybug bear can fly and climb trees: Children prefer conjunctions of labels and properties for cross‐classifiable toys

Nguyen

Girgis

Knopp

2019

Infant and Child Development

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“…However, not all ideas that emerge from a combination of novel concepts are original [25]. Several factors might affect the outcome of a conceptual combination, including novelty or semantic distance of concepts [33,34], the abstractness of the concepts to be combined [35,36], types of interpretation required [37][38][39], age [40], number of iterations [41], or even the ontological category of the concepts. For example, Bock and Clinton [39] found that noun-noun pairs of the natural kind elicited significantly more property-related interpretations (e.g., moon-orange ➔ round) than noun-noun pairs of the artifact kind.…”

Section: Conditions That Foster Originality In Conceptual Combinationmentioning

confidence: 99%

A Model of Technological Imagination and Creativity: Cognitive Task Analysis

Horng¹,

Wang²,

Yen³

et al. 2023

Creativity and Innovation for a Better World

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An integrated model of cognitive tasks involved in the process of a technological innovation was proposed based on these theories: 1. CDIO theory of technological innovation, 2. Wallas’s creative thinking processes, 3. Khalr & Simon’s theory of scientific discovery, and 4. the conceptual combination theory of imagination. The central theme of this model is the proposition that three cognitive conditions are necessary for technological imagination and innovation: 1. cross-domain knowledge, 2. simple heuristics, and 3. pattern recognition ability. Although the required domain knowledge and implementation methods are different across domains, heuristics that lead to a breakthrough at each phase of CDIO in a technological innovation are similar, with conceptual combination as the cognitive engine for generating original and imaginative ideas.

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