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High-probability grants
According to our matching algorithm, Vikram K. Jaswal is the likely recipient of the following grants.
Years |
Recipients |
Code |
Title / Keywords |
Matching score |
2001 — 2002 |
Jaswal, Vikram K |
F31Activity Code Description: To provide predoctoral individuals with supervised research training in specified health and health-related areas leading toward the research degree (e.g., Ph.D.). |
Do Labels Help Infants Form Non-Obvious Categories?
In addition to capturing perceptual similarities between objects, categories encode hidden realities about the world. Because of their rich inductive potential, they promote inferences beyond that which is perceptible. A simple category label can convey crucial information- namely, that two physically dissimilar objects are actually members of the same kind, and that they therefore share similar underlying features. The goal of this research is to explore the development of children's willingness to accept and use category information that is not perceptually obvious. It is now well established that preschoolers can form and use categories that are not perceptually obvious, but little is known about the origins of this important ability. In the first set of studies, infants will hear a category label for an object that is perceptually ambiguous (e.g., an animal that could be a squirrel or a rabbit) or one that is perceptually misleading (e.g., an animal that looks like a rabbit). The second set of studies will use novel objects and labels, and will systematically vary the similarity of the objects called by the same name. In both sets of studies, imitation procedures will assess whether label are used to draw category-appropriate inductive inferences. By considering the role of labeling in the formation of categories, this research will make important contributions to the fields of cognitive and language development.
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1 |
2007 |
Jaswal, Vikram K |
R03Activity Code Description: To provide research support specifically limited in time and amount for studies in categorical program areas. Small grants provide flexibility for initiating studies which are generally for preliminary short-term projects and are non-renewable. |
Influencing Children's Beliefs Through Language @ University of Virginia Charlottesville
[unreadable] DESCRIPTION (provided by applicant): Much of what we know could only have been learned from other people. For children to be able to take advantage of their culture's accumulated knowledge and expertise, they must be receptive to what people tell them, sometimes even when that information conflicts with their own expectations. And yet, children should not be entirely credulous: Due to error, ignorance, or deception, people sometimes say things that are false. The purpose this application, which is part of a larger program of research on how children make use of different sources of information to learn about the world, is to examine very young children's willingness to revise an erroneous belief about a physical event on the basis of what someone tells them. The specific aims of this application are (1) to determine the circumstances under which testimony can influence children's mistaken beliefs about the physical world, and (2) to compare children's willingness to revise their beliefs after hearing about an unexpected physical event with their willingness to do so after witnessing it themselves. In the six proposed studies, an experimenter will contradict a robust (but erroneous) belief young children hold about falling objects-namely, that they fall straight down even when their path is actually determined by a crooked tube or by forward momentum. Under a variety of conditions, children between 23 and 37 months of age will be asked to make a prediction about the trajectory of a ball before they hear about or see an event and again after, and their responses compared. The "testimony" of others is a vital (and uniquely human) method of knowledge acquisition. The proposed research is important because it will expand our knowledge of how cognitive, linguistic, and social processes interact to support learning. It also has important public health implications in terms of how parents, caregivers, and educators can craft their messages to children to effect changes in behaviors and beliefs. [unreadable] [unreadable] [unreadable] [unreadable]
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0.954 |