Availability and spontaneous use of verbal labels in sorting categorization by 16–23-month olds

Ricciuti, Henry N.; Thomas, Marney; Ricciuti, Anne

doi:10.1016/j.ecresq.2006.07.003

Cited by 4 publications

(2 citation statements)

References 30 publications

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“…We know, for example, that language development is facilitated when adults engage toddlers in conversations about the names of objects and activities they are engaged in. It is also clear that speaking more to young children and reading aloud to them also fosters cognitive development (see Ricciuti, Thomas, & Ricciuti [2006], for further discussion).…”

Section: Discussionmentioning

confidence: 99%

Crowding and Cognitive Development

Evans

Ricciuti

Hope

et al. 2009

Environment and Behavior

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Residential crowding in both U.S. and U.K. samples of 36-month-old children is related concurrently to the Bracken scale, a standard index of early cognitive development skills including letter and color identification, shape recognition, and elementary numeric comprehension. In the U.S. sample, these effects also replicate prospectively. Statistical controls for income, child gender, maternal age, and maternal education are incorporated throughout. In both samples the association between crowding and cognitive development are mediated by maternal responsiveness. Mothers in more crowded homes are less responsive to their children.

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Section: Discussionmentioning

confidence: 99%

Crowding and Cognitive Development

Evans

Ricciuti

Hope

et al. 2009

Environment and Behavior

Self Cite

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“…It also made it possible to investigate the relationships between culture and odor categorization. Another noteworthy benefi t of free sorting is that it can be performed by subjects with different levels of expression, or with very young children (Ricciuti et al ., 2006).…”

Section: Interestsmentioning

confidence: 99%

Free sorting as a sensory profiling technique for product development

Courcoux

Qannari

Faye

2015

Rapid Sensory Profiling Techniques

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Developmental Differences in the Naming of Contextually Non-Categorical Objects

Özcan

2011

J Psycholinguist Res

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This study investigates the naming process of contextually non-categorical objects in children from 3 to 9 plus 13-year-olds. 112 children participated in the study. Children were asked to narrate a story individually while looking at Mercer Mayer's textless, picture book Frog, where are you? The narratives were audio recorded and transcribed. Texts were analyzed to find out how children at different ages name contextually non-categorical objects, tree and its parts in this case. Our findings revealed that increasing age in children is a positive factor in naming objects that are parts or extended forms of an object which itself constitutes a basic category in a certain context. Younger children used categorical names more frequently to refer to parts or disfigured forms of the object than older children and adults while older children and adults used specified names to refer to the parts or extended forms of the categorical names.

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Availability and spontaneous use of verbal labels in sorting categorization by 16–23-month olds

Cited by 4 publications

References 30 publications

Crowding and Cognitive Development

Crowding and Cognitive Development

Free sorting as a sensory profiling technique for product development

Developmental Differences in the Naming of Contextually Non-Categorical Objects

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