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- 1. Introduction
- 2. The Phenomena
- Sentences That Do Not Make Sense
- Naturalness of Classes
- Similarity of Natural Classes
- Naturalness of Copredications
- 3. Developing a Theory
- Goals
- Underlying Knowledge
- Historical Antecedents
- Sommers’ Theory
- Relation to the Phenomena
- 4. Empirical Evaluation
- On Using Intuitions
- The Study of Anomaly
- The Study of Natural Classes
- The study of Class Similarity
- The Study of Copredication
- Methodological issues
- 5. Other Psychological Research
- Semantic Memory Research
- Natural Categories
- Anomaly
- Possible Lexical Items
- Similarity
- Metaphor
- 6. Origins of Ontological Knowledge
- Children’s Intuitions of Anomaly
- The First Grade-School Study
- Tree Representations
- Increasing Differentiation
- Ordered and Asymmetrical Differentiation
- Terms Denoting Classes
- Before Predicates
- Methodological Issues
- Limitations and Unanswered Questions
- 7. Follow-up Studies
- The Second Grade-School Study
- The M Constraint
- Four Representative Cases
- Developmental Patterns Reconsidered
- The Preschool Study
- A Study in a Different Language
- 8. Other Developmental Research
- Anomaly
- Word Meaning
- Hierarchical Organization of Word Meaning
- Realism
- Metaskills
- Causality
- Animism
- Classification
- Hierarchical Tree Structures
- 9. A Closer Look at the Theory
- Downward Tree Proliferation
- Possible M-Constraint Violations
- Contextual Influences
- n-Place Predicates
- Classes Without Unique Predicates
- Distinguishing Metaphorical and Literal Meaning
- Modal Notions
- Other Ontological Systems
- The Predicability Tree and Conceptual Knowledge
- 10. Constraints and Development
- Reasons for the M ConstraintHow Trees
- Develop
- Appendix A. Sommers’ Proof of the Law of Categorical Inclusion
- Appendix B. Generating an M-Constrained Matrix from Random Data
- Appendix C. Three Grade-School Studies
- References
- Author Index
- Subject Index
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