Gelman and Markman (1986); Gelman and Markman (1987) 發現相同類別的感知可以蓋過相同外表的感知。例如告訴小孩子雷龍有一種特質(冷血)，而犀牛有另一種特質(溫血)，接著問小孩子三角龍有什麼特質？由於雷龍和三角龍被歸類於同一個類別，都是恐龍，因此小孩子傾向認為三角龍也是冷血動物，儘管三角龍的外形和犀牛是更接近的。
小孩子認為三角龍會是溫血動物單純是因為小孩子知道這三角龍和雷龍一樣都是恐龍。如果是不熟悉的動物，但是給它一個熟悉的名稱，那小孩子又會是怎麼反應呢？Davidson and Gelman (1990) ，把一個不熟悉的動物給小孩子看，並叫牠是「cow」。小孩子會把所有屬於「cow」的特質通通延伸到那個不熟悉的動物身上，就算這兩個動物長得一點都不像(Gelman and Coley (1990) 也有這樣的發現)。這似乎告訴我們語言會影響小孩子對於事物的分類；使我們將一點兒都不像的物品分到同一個類別裡。
我們再看看另一種情況，如果是使用學習者所不熟悉的詞語又是如何？我們把剛剛那個不熟悉的動物叫作「zav」，我們告訴小孩子說：「This is a zav. This zav has four stomachs.」，接著這些四、五歲的小孩子會看到更多zav和更多traw，每個zav通通長得不一樣，最後被問道：「這裡有哪些動物有四個胃？」雖然有很多長得不一樣的動物的名字都叫zav，但是這時候小孩子並不會認為他們都有相同的特質。換句話說，當兩個東西長得不一樣的時候，就算給了他們兩個一樣的新名字，也不會使小孩子將他們視為相同的類別。
小孩子本來就不需要認為有相同名字的兩個東西一定要有相同的特質。一個詞語本來就可以有許多意義。例如可以長在矮樹叢上的花和能夠有悠揚叫聲的鳥，他們都是「杜鵑」，如果堅持一個詞語一個意義的話，反而會很奇怪。因此，小孩子也不能完全依靠詞語；聽到兩個東西有相同的名字時可以是將他們歸為同一類的線索，但也並不是永遠行得通的作法。
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