20011111

Source:http://linkedlifedata.com/resource/pubmed/id/20011111

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Predicate	Object
rdf:type	pubmed:Citation
lifeskim:mentions	umls-concept:C0205214, umls-concept:C0456387, umls-concept:C0679035, umls-concept:C0679201, umls-concept:C1512693, umls-concept:C1514468, umls-concept:C2700062
pubmed:issue	12
pubmed:dateCreated	2009-12-17
pubmed:abstractText	Transitive inference, class inclusion and a variety of other inferential abilities have strikingly similar developmental profiles-all are acquired around the age of five. Yet, little is known about the reasons for this correspondence. Category theory was invented as a formal means of establishing commonalities between various mathematical structures. We use category theory to show that transitive inference and class inclusion involve dual mathematical structures, called product and coproduct. Other inferential tasks with similar developmental profiles, including matrix completion, cardinality, dimensional changed card sorting, balance-scale (weight-distance integration), and Theory of Mind also involve these structures. By contrast, (co)products are not involved in the behaviours exhibited by younger children on these tasks, or simplified versions that are within their ability. These results point to a fundamental cognitive principle under development during childhood that is the capacity to compute (co)products in the categorical sense.
pubmed:commentsCorrections	http://linkedlifedata.com/resource/pubmed/commentcorrection/20011111-10191879, http://linkedlifedata.com/resource/pubmed/commentcorrection/20011111-11697945, http://linkedlifedata.com/resource/pubmed/commentcorrection/20011111-11950765, http://linkedlifedata.com/resource/pubmed/commentcorrection/20011111-12528901, http://linkedlifedata.com/resource/pubmed/commentcorrection/20011111-14552409, http://linkedlifedata.com/resource/pubmed/commentcorrection/20011111-14976518, http://linkedlifedata.com/resource/pubmed/commentcorrection/20011111-15660854, http://linkedlifedata.com/resource/pubmed/commentcorrection/20011111-17395832, http://linkedlifedata.com/resource/pubmed/commentcorrection/20011111-17655784, http://linkedlifedata.com/resource/pubmed/commentcorrection/20011111-19120413, http://linkedlifedata.com/resource/pubmed/commentcorrection/20011111-19481120, http://linkedlifedata.com/resource/pubmed/commentcorrection/20011111-2450716, http://linkedlifedata.com/resource/pubmed/commentcorrection/20011111-7408434
pubmed:language	eng
pubmed:journal	http://linkedlifedata.com/resource/pubmed/journal/101238922
pubmed:citationSubset	IM
pubmed:status	MEDLINE
pubmed:month	Dec
pubmed:issn	1553-7358
pubmed:author	pubmed-author:HalfordGraeme SGS, pubmed-author:PhillipsStevenS, pubmed-author:WilsonWilliam HWH
pubmed:issnType	Electronic
pubmed:volume	5
pubmed:owner	NLM
pubmed:authorsComplete	Y
pubmed:pagination	e1000599
pubmed:dateRevised	2010-9-28
pubmed:meshHeading	pubmed-meshheading:20011111-Behavior, pubmed-meshheading:20011111-Child, pubmed-meshheading:20011111-Child, Preschool, pubmed-meshheading:20011111-Child Development, pubmed-meshheading:20011111-Cognition, pubmed-meshheading:20011111-Finite Element Analysis, pubmed-meshheading:20011111-Humans
pubmed:year	2009
pubmed:articleTitle	What do transitive inference and class inclusion have in common? Categorical (co)products and cognitive development.
pubmed:affiliation	Neuroscience Research Institute, National Institute of Advanced Industrial Science and Technology, Tsukuba, Ibaraki, Japan. steve@ni.aist.go.jp
pubmed:publicationType	Journal Article