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Direct linkJung, Yaelan; Walther, Dirk B.; Finn, Amy S. – Developmental Science, 2021
Statistical learning allows us to discover myriad structures in our environment, which is saturated with information at many different levels--from items to categories. How do children learn different levels of information--about regularities that pertain to items and the categories they come from--and how does this differ from adults? Studies on…
Descriptors: Children, Incidental Learning, Classification, Adults
Noles, Nicholaus S. – Developmental Psychology, 2019
This study explores how feature salience and feature centrality influence inductive generalization in 4- and 5-year-old children and adults. Recent reports indicate that enhancing the salience of a feature--specifically, a creature's head--by making it move shifts children's inductions so that they ignore labels and make inferences that are…
Descriptors: Generalization, Logical Thinking, Age Differences, Inferences
Hartin, Travis L.; Merriman, William E. – First Language, 2019
The authors conducted three experiments examining the effect of grouping on children's generalization of animal labels. In Experiment 1 (N = 96), first graders (M age = 6 years, 10 months) who had seen a novel animal grouped with similar animals generalized its trained label more broadly than those who had seen it by itself or grouped with…
Descriptors: Generalization, Animals, Classification, Grade 1
Yu, Yue; Kushnir, Tamar – Developmental Psychology, 2016
This study explores the role of a particular social cue--the "sequence" of demonstrated actions and events--in preschooler's categorization. A demonstrator sorted objects that varied on both a surface feature (color) and a nonobvious property (sound made when shaken). Children saw a sequence of actions in which the nonobvious property…
Descriptors: Preschool Children, Cues, Classification, Generalization
Brinda, Torsten; Napierala, Stephan; Tobinski, David; Diethelm, Ira – Education and Information Technologies, 2019
The ability to categorize concepts is an essential capability for human thinking and action. On the one hand, the investigation of such abilities is the purview of psychology; on the other hand, subject-specific educational research is also of interest, as a number of research works in the field of science education show. For computer science…
Descriptors: Information Technology, Computer Science Education, Misconceptions, Student Attitudes
Hartin, Travis L.; Merriman, William E. – First Language, 2016
Three experiments examined whether the experience of individuating an object would affect the way that children of different ages would interpret its label. Participants were asked to remember a novel object and pick it out from sets containing either two similar objects (similar condition) or no similar objects (dissimilar condition). They were…
Descriptors: Age Differences, Classification, Novelty (Stimulus Dimension), Experience
Mash, Clay; Bornstein, Marc H.; Banerjee, Abhilasha – Developmental Psychology, 2014
This research examined the development of adaptive generalization in infants' object-directed actions. Infants ages 9 and 12 months participated in an object manipulation task with stimulus objects from 2 categories that differed in shape and weight and that bore a consistent shape or weight correspondence. Weight differences between…
Descriptors: Infants, Object Manipulation, Child Development, Generalization
Nguyen, Simone P.; Gelman, A. – Cognitive Development, 2012
Four studies examined the role of generic language in facilitating 4- and 5-year-old children's ability to cross-classify. Participants were asked to classify an item into a familiar (taxonomic or script) category, then cross-classify it into a novel (script or taxonomic) category with the help of a clue expressed in either generic or specific…
Descriptors: Classification, Generalization, Children, Experiments
Kalish, Charles W. – Developmental Psychology, 2012
Under what conditions will people generalize and remember observed social information? Preschool- (n = 44) and young school-age (n = 46) children and adults (n = 40) heard short vignettes describing characters' actions and motives on a single occasion. Characters were introduced using either proper names or category labels. Test questions asked…
Descriptors: Preschool Children, Children, Adults, Preferences
Uttal, David H.; Meadow, Nathaniel G.; Tipton, Elizabeth; Hand, Linda L.; Alden, Alison R.; Warren, Christopher; Newcombe, Nora S. – Psychological Bulletin, 2013
Having good spatial skills strongly predicts achievement and attainment in science, technology, engineering, and mathematics fields (e.g., Shea, Lubinski, & Benbow, 2001; Wai, Lubinski, & Benbow, 2009). Improving spatial skills is therefore of both theoretical and practical importance. To determine whether and to what extent training and…
Descriptors: Spatial Ability, Skill Development, Control Groups, Graduate Students
Fisher, Anna V.; Matlen, Bryan J.; Godwin, Karrie E. – Cognition, 2011
Prior research suggests that preschoolers can generalize object properties based on category information conveyed by semantically-similar labels. However, previous research did not control for co-occurrence probability of labels in natural speech. The current studies re-assessed children's generalization with semantically-similar labels.…
Descriptors: Semantics, Generalization, Probability, Inferences
Giles-Weeks, Veda – ProQuest LLC, 2014
Age related demographic changes, within public school organizations are resulting in leadership challenges in leveraging organizational knowledge across four unique generational cohorts. Competitive success within schools has linkages to organizational cohesiveness and knowledge management (KM). Generational cohorts maintain values affecting…
Descriptors: Case Studies, Leadership Styles, Communities of Practice, Knowledge Management
Fehr, Ryan; Gelfand, Michele J.; Nag, Monisha – Psychological Bulletin, 2010
Forgiveness has received widespread attention among psychologists from social, personality, clinical, developmental, and organizational perspectives alike. Despite great progress, the forgiveness literature has witnessed few attempts at empirical integration. Toward this end, we meta-analyze results from 175 studies and 26,006 participants to…
Descriptors: Psychological Patterns, Reliability, Generalization, Meta Analysis
Ivanova, Masha Y.; Achenbach, Thomas M.; Rescorla, Leslie A.; Dumenci, Levent; Almqvist, Fredrik; Bilenberg, Niels; Bird, Hector; Broberg, Anders G.; Dobrean, Anca; Dopfner, Manfred; Erol, Nese; Forns, Maria; Hannesdottir, Helga; Kanbayashi, Yasuko; Lambert, Michael C.; Leung, Patrick; Minaei, Asghar; Mulatu, Mesfin S.; Novik, Torunn; Oh, Kyung Ja; Roussos, Alexandra; Sawyer, Michael; Simsek, Zeynep; Steinhausen, Hans- Christoph; Weintraub, Sheila; Winkler Metzke, Christa; Wolanczyk, Tomasz; Zilber, Nelly; Zukauskiene, Rita; Verhulst, Frank C. – Journal of Consulting and Clinical Psychology, 2007
As a basis for theories of psychopathology, clinical psychology and related disciplines need sound taxonomies that are generalizable across diverse populations. To test the generalizability of a statistically derived 8-syndrome taxonomic model for youth psychopathology, confirmatory factor analyses (CFAs) were performed on the Youth Self-Report…
Descriptors: Psychopathology, Child Behavior, Check Lists, Age
Peer reviewedSmith, Linda B. – Child Development, 1979
Investigated the development of classificatory organization. Two experiments examined age differences in children's spontaneous extensions of a classification and a third examined children's extensions under hypothesis-testing instructions. (JMB)
Descriptors: Age Differences, Classification, Elementary Education, Elementary School Students
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