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Investigating Preschoolers' Categorical Thinking about Gender through Imitation, Attention, and the Use of Self-Categories
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Grace, Diana M.; David, Barbara J.; Ryan, Michelle K. – Child Development, 2008
Whereas traditional theories of gender development have focused on individualistic paths, recent analyses have argued for a more social categorical approach to children's understanding of gender. Using a modeling paradigm based on K. Bussey and A. Bandura (1984), 3 experiments (N = 62, N = 32, and N = 64) examined preschoolers' (M age = 52.9…
Descriptors: Gender Differences, Imitation, Attention, Classification
Categorization Skills in Infants.
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Sherman, Tracy – Child Development, 1985
Infants exposed to a set of artificially-created face stimuli having distinct mean and modal prototypes showed a pattern of behavior predicted by category abstraction models. Infants appeared to abstract, at the time of learning, a feature-count summary of the category displayed. (Author/RH)
Descriptors: Classification, Cognitive Ability, Infants, Memory
Infants' Developing Appreciation of Similarities between Model Objects and Their Real-World Referents
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Younger, Barbara A.; Johnson, Kathy E. – Child Development, 2006
Previous research suggests that model competence does not emerge until relatively late in infancy (20-26 months). Development was systematically analyzed within 3 key areas--count noun learning, dual representation, and categorization--hypothesized to support the emergence of model competence in the second year. In an object-handling preferential…
Descriptors: Infants, Models, Concept Formation, Visual Discrimination
Verbalization Effects in Young Children: Classification Abilities and the Use of Verbal Labels
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Fitzgerald, Joseph M. – Child Development, 1977
This study assessed the predictive utility of a classification-based model versus a representational memory-based model to account for the effects of verbal training on the acquired equivalence and distinctiveness paradigms. (Author/JMB)
Descriptors: Classification, Discrimination Learning, Mediation Theory, Memory
How Much Does a Shared Name Make Things Similar? Linguistic Labels, Similarity, and the Development of Inductive Inference.
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Sloutsky, Vladimir M.; Lo, Ya-Fen; Fisher, Anna V. – Child Development, 2001
Two experiments tested a model of young children's induction that specified contributions of linguistic labels and perceptual similarity to children's induction. Results support model predictions and point to a developmental shift, from treating linguistic labels as an attribute contributing to similarity to treating them as markers of a common…
Descriptors: Age Differences, Children, Classification, Cognitive Development
Together Wherever We Go: The Ethnographic Child and the Developmentalist.
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Lucariello, Joan – Child Development, 1998
Describes the slot-filler model of taxonomic knowledge development in which preschoolers derive "slot-filler" categories from event schemas. Maintains that the model has received considerable support across methodologies, ages, and sociocultural contexts. Argues that Krackow and Gordon's theorizing and methods could not lead to reliable,…
Descriptors: Children, Classification, Cognitive Development, Cultural Influences
The Future of Infant Categorization Research: A Process-Oriented Approach.
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Oakes, Lisa M.; Madole, Kelly L. – Child Development, 2000
Calls for a process-oriented approach to study of categorization in infancy. Maintains that further understanding of infant categorization and its changes with development requires a more direct assessment of infants' category formation. Argues that two research directions will enhance understanding of categorization: (1) contextual variations on…
Descriptors: Child Development, Classification, Cognitive Development, Cognitive Processes