A Developmental Study of Object Sorting

Goldman, Alfred E.; Levine, Murray

doi:10.2307/1126758

Cited by 8 publications

(14 citation statements)

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“…The semantic concepts of the younger children are more tied to context. It is important to note that these data on the development of natural language concepts are clearly consistent with the previous data found for nonverbal concepts, described earlier in this paper (e.g., Annett 1959;Goldman & Levine 1963;Saltz & Sigel 1967). Further, the data support the Saltz and Sigel (1967) analysis of concept development as involving an integration of fragmented subconcepts; the data appear to be inconsistent with the Gibson and Gibson (1955) suggestion that young children systematically overgeneralize concepts.…”

Section: Concept Integrationsupporting

confidence: 81%

“…Saltz and Sigel (1967) have suggested that the young child has great difficulty integrating large numbers of attributes into a single concept; therefore, his early concepts tend to be fragmented, several subconcepts developing where the adult has a single, integrated concept. This is suggested by the performance of children in memory tasks such as found in the Binet scales, and by their performance in a number of studies of sorting behavior (e.g., Annett 1959;Goldman & Levine 1963). In these latter types of studies, children were given arrays of heterogeneous objects and were asked to sort them as they saw fit.…”

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confidence: 99%

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The Development of Natural Language Concepts

Saltz¹,

Soller²,

Sigel³

1972

Child Development

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Section: Concept Integrationsupporting

confidence: 81%

mentioning

confidence: 99%

The Development of Natural Language Concepts

Saltz¹,

Soller²,

Sigel³

1972

Child Development

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“…One such task requires participants to describe the commonality between objects. For this task, a thematic to taxonomic shift occurring between the ages of 4 to 8 years has been consistently reported (Goldman & Levine, 1963;Lucariello et al, 1992;Scott et al, 1982Scott et al, , 1985. In Experiment 2, we administered this task to test the prediction that children who demonstrated equivalent automatic processing of thematic and taxonomic relations (in object priming) would still perform more accurately on thematic relations than on taxonomic relations in a more demanding task (the comparison task).…”

Section: Discussionmentioning

confidence: 99%

Conceptual Organization at 6 and 8 Years of Age: Evidence From the Semantic Priming of Object Decisions

Hashimoto

McGregor

Graham

2007

J Speech Lang Hear Res

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Purpose-The purpose of this study was to examine children's knowledge of semantic relations.Method-In Experiment 1, the 6-year-olds, 8-year-olds, and adults participated in an object decision task. Participants in the primed group made object decisions in response to primes that were related taxonomically, thematically, or perceptually to the target objects. Those in the unprimed group made decisions about the same stimuli without the benefit of primes. In Experiment 2, the children in the primed group explained the taxonomic and thematic relations between the prime-target pairs used in Experiment 1.Results-In Experiment 1, the strength of semantic relations did not vary with type or age, as taxonomic priming was as strong as thematic priming and the degree of priming did not reliably differentiate the 3 age groups. Differential priming effects between taxonomic and perceptual conditions, the former hastening and the latter slowing responses, suggested that the relation binding object concepts into taxonomies was not reducible to common physical features. In Experiment 2, the 6-year-olds had more difficulty describing taxonomic than thematic relations, whereas the 8-yearolds described both with ease.Conclusions-Contrary to the shift hypothesis, taxonomic and thematic relations-structure concepts in children as young as 6 and into adulthood. In accord with the performance hypothesis, 6-year-olds' representations of taxonomic relations are fragile and vulnerable to high task demands.

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“…Annett (1959) reports that younger 5s sort into many narrow categories, while older 5"s sort into a smaller number of broad categories. Goldman and Levine (1963) find that the mean number of instances included in each concept category increases sharply between kindergarten i"s and adults. These results are consistent with those reported by Reichard, Schneider, and Rapaport (1944) and Sigel (1953) who found decreasing use of narrow categories as a function of increased age.…”

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confidence: 79%

Concept overdiscrimination in children.

Saltz¹,

Sigel²

1967

Journal of Experimental Psychology

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Previous research suggested that young children deal with concepts in ways that are unexpectedly different from adult performance. The present study investigated the possibility that these results were due to a systematic tendency for young Ss to have overly narrow concepts. Results indicated a significant tendency for overdiscrimination of concept instances as a function of age. While this tendency usually led to poorer performance on the part of younger Ss, cases were found where narrow conceptualizations were beneficial, and 6-yr.-olds actually made significantly fewer errors than adults.

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A Developmental Study of Object Sorting

Cited by 8 publications

References 0 publications

The Development of Natural Language Concepts

The Development of Natural Language Concepts

Conceptual Organization at 6 and 8 Years of Age: Evidence From the Semantic Priming of Object Decisions

Concept overdiscrimination in children.

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