Young children's preference for complementary pairs: Evidence against a shift to a taxonomic preference.

Greenfield, Daryl B.; Scott, Marcia S.

doi:10.1037/0012-1649.22.1.19

Cited by 50 publications

(62 citation statements)

References 10 publications

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“…Clearly, children have difficulty in identifying the superordinate concepts (see Markman, 1989;Rosch et al, 1976), which have been the taxonomic categories used in most studies, and this is one reason why they have resorted to thematic sorting even when the stimuli were not particularly amenable to it. Greenfield and Scott (1986), for example, found that 3-year-olds could explain 92% of their thematically paired items but only 25% of their taxonomically paired items. Furthermore, children are probably less concerned with consistency in their grouping.…”

Section: Discussionmentioning

confidence: 99%

Causes of taxonomic sorting by adults: A test of the thematic-to-taxonomic shift

Murphy

2001

Psychonomic Bulletin & Review

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The tendency among adults to sort items into taxonomic and thematic categories was examined in two experiments. Past demonstrations of adults' preference for taxonomic categories have usually not used stimuli with a salient thematic organization. The stimuli in Experiment 1 could be divided into three equal-size categories either thematically or taxonomically. Under two sets of instructions, the majority of the college-student subjects sorted thematically. In Experiment 2, a subset of the stimuli was changed so that those within it were strongly taxonomically organized. Subjects then preferred to sort the remaining items taxonomically as well. The two experiments explain why many past sorting studies have yielded a taxonomic preference in adults and provide further evidence against a global change from thematic to taxonomic preference with development.

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Section: Discussionmentioning

confidence: 99%

Causes of taxonomic sorting by adults: A test of the thematic-to-taxonomic shift

Murphy

2001

Psychonomic Bulletin & Review

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“…Thematic categorisation links information on the basis of two variables: complementary role and contiguity in time and space (e.g. chair and table) (Greenfield and Scott 1986;Keil 2008). These studies describe the process of development of the knowledge system characterised by classification and by the hierarchical organisation of concepts and their associations.…”

Section: Introductionmentioning

confidence: 99%

Semantic associative relations and conceptual processing

et al. 2011

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We analysed the organisation of semantic network using associative mechanisms between different types of information and studied the progression of the use of these associative relations during development. We aimed to verify the linkage of concepts with the use of semantic associative relations. The goal of this study was to analyse the cognitive ability to use associative relations between various items when describing old and/or new concepts. We examined the performance of 100 subjects between the ages of 4 and 7 years on an experimental task using five associative relations based on verbal encoding. The results showed that children are able to use the five semantic associative relations at age 4, but performance with each of the different associative relations improves at different times during development. Functional and part/whole relations develop at an early age, whereas the superordinate relations develop later. Our study clarified the characteristics of the progression of semantic associations during development as well as the roles that associative relations play in the structure and improvement of the semantic store.

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“…According to this view, children first tend to formulate script or thematic categories and then these categories are replaced by taxonomic categories in the period after preschool, including primary school (Greenfield & Scott, 1986;Smiley & Brown, 1979). On the other hand, Nguyen and Murphy (2003) found that taxonomic, script, and evaluative categories start to develop simultaneously in the time between three to six years.…”

mentioning

confidence: 96%

“…Past researchers of conceptual development have focused on the development of children's preference for one or other category (see e.g., Greenfield & Scott, 1986;Smiley & Brown, 1979) or categorical knowledge (see e.g., Nguyen & Murphy, 2003). The issue of how children's categorization skills can be developed has been largely neglected.…”

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confidence: 99%

The effects of a food project on children's categorization skills

Aslan¹

2013

soc behav pers

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I conducted this study to investigate the effects of project-based education on children's categorization skills. I used an experimental design with the pre and posttest control group. Participants were 47 6-year-old children who attended a public preschool. Children in the experimental group completed a "Food Project", which continued for 12 weeks. The children in the control group undertook the regular preschool program. Data about the children's categorization skills were obtained by using the Categorization Test. While there was no significant difference between the experimental and control groups in the pretest, a significant difference was found in the posttest in favor of the experimental group.

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Young children's preference for complementary pairs: Evidence against a shift to a taxonomic preference.

Cited by 50 publications

References 10 publications

Causes of taxonomic sorting by adults: A test of the thematic-to-taxonomic shift

Causes of taxonomic sorting by adults: A test of the thematic-to-taxonomic shift

Semantic associative relations and conceptual processing

The effects of a food project on children's categorization skills

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