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Direct linkWilcox, Teresa; Smith, Tracy; Woods, Rebecca – Developmental Psychology, 2011
There is evidence that 4.5-month-olds do not always use surface pattern to individuate objects but that they can be primed to attend to pattern differences through select experiences. For example, if infants are first shown events in which the pattern of an object predicts its function (dotted containers pound and striped containers pour), they…
Descriptors: Priming, Evidence, Infants, Comparative Analysis
Peer reviewedOverton, Willis F.; Brodzinsky, David – Developmental Psychology, 1972
The development of multiplicative classificatory skills in children between 4 and 9 years of age was investigated by means of two forms of the matrix-completion task. (Authors)
Descriptors: Classification, Cluster Grouping, Cognitive Development, Developmental Psychology
Peer reviewedCallanan, Maureen A. – Developmental Psychology, 1989
Two studies tested three- and five-year-old children's ability to use multiple-referent and inclusion strategies to interpret new words. In both studies, children interpreted labels for single objects at the basic level. The multiple-referent and inclusion strategies led children to interpret novel words at the superordinate level. (RH)
Descriptors: Classification, Individual Development, Novelty (Stimulus Dimension), Parent Influence
Peer reviewedLane, 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
Peer reviewedKagan, Jerome – Developmental Psychology, 1992
Reflects on researchers' conceptions about psychological growth over the last century. Discusses five themes relevant to developmental research: (1) the selection of phenomena for study; (2) the use of continuous dimensions or categories to describe children's characteristics; (3) continuity versus discontinuity in development; (4) the influence…
Descriptors: Adult Child Relationship, Child Development, Classification, Developmental Continuity
