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Are Preschoolers' Renamings Intentional Category Violations?
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Mendelsohn, Eve; And Others – Developmental Psychology, 1984
In a classification task, preschoolers matched a target stimulus with a conventional category, a visually similar item that cut across conventional categories, or an unrelated item. Items were presented in picture, verbal, and picture-verbal conditions. In all conditions, conventional classifications outnumbered visual ones, and this difference…
Descriptors: Classification, Memory, Metaphors, Preschool Children
Retrieval of a Basic-Level Category in Prelinguistic Infants.
Peer reviewed Peer reviewed
Roberts, Kenneth – Developmental Psychology, 1988
Two experiments using the habituation-dishabituation paradigm examined infants' ability to form and retrieve a basic-level category. Results indicated that infants categorized when tested immediately and after a five-minute delay. (PCB)
Descriptors: Child Development, Classification, Cognitive Ability, Cognitive Processes
Development of Taxonomic Organization of Named and Pictured Categories.
Peer reviewed Peer reviewed
Tversky, Barbara – Developmental Psychology, 1985
Demonstrates young children's shift toward a taxonomic basis for organization of both named and depicted objects. Concludes that perceptual organization in young children cannot be attributed to an inability to ignore visual information but seems to be based upon the centrality of perceptual features to the representation of objects. (Author/NH)
Descriptors: Age Differences, Classification, Cognitive Development, Pictorial Stimuli
Perceptual Sensitivity, Integral Perception, and the Similarity Classifications of Preschool Children and Adults.
Peer reviewed Peer reviewed
Odom, Richard D.; Cook, Gregory L. – Developmental Psychology, 1984
Assesses preschoolers' and adults' relative ability to solve classification problems in which a similarity criterion is the only criterion appropriate for solution. Also investigates effects of the salience of individual dimensions on solution-relevant similarity classifications. (AS)
Descriptors: Classification, Developmental Stages, Perceptual Development, Pictorial Stimuli
Infant Vocalizations and Parental Reactions During the First 4 Months of Life.
Peer reviewed Peer reviewed
Keller, Heidi; Scholmerich, Axel – Developmental Psychology, 1987
Vocalizations of infants were classified and analyzed in a longitudinal sample of infants ranging in age from 2 to 14 weeks. Results suggest that infants performed different types of vocalizations that can be interpreted as affective states from 2 weeks of age on. Parents responded with a highly diversified pattern of reactions to different infant…
Descriptors: Affective Behavior, Classification, Communication Research, Communication Skills
Categorization as a Preferred Memory Strategy: Developmental Changes During Elementary School.
Peer reviewed Peer reviewed
Justice, Elaine M. – Developmental Psychology, 1985
Explores children's judgments of the relative effectiveness of four memory strategies (looking, naming, rehearsing, and categorizing.) Strategy judgment data were analyzed using Thurstone's Method of Paired Comparisons. (Author/NH)
Descriptors: Age Differences, Classification, Elementary Education, Elementary School Students
Role of Atypical Exemplars of Social and Nonsocial Superordinate Categories within the Class Inclusion Paradigm.
Peer reviewed Peer reviewed
Lane, Mary Kay; Hodkin, Barbara – Developmental Psychology, 1985
Demonstrates the usefulness of the inclusion paradigm as a methodological tool in providing information about the conceptual breadth of selected social and nonsocial superordinate categories in children who exhibit some degree of inclusion logic. (HOD)
Descriptors: Age Differences, Childhood Attitudes, Classification, Concept Formation
Adjustment of Adult-Child Instruction According to Child's Age and Task.
Peer reviewed Peer reviewed
Rogoff, Barbara; And Others – Developmental Psychology, 1984
Examines modification of mother-child instruction as a function of age of learner in middle childhood (six versus eight years). Instruction and learning were compared on two tasks designed to simulate school and home activities. Results show more intense instruction of all kinds for the younger children in the school task. (RH)
Descriptors: Age Differences, Classification, Instruction, Interaction Process Analysis