Literaturnachweis - Detailanzeige
| Autor/inn/en | Sheya, Adam; Smith, Linda B. |
|---|---|
| Titel | Perceptual Features and the Development of Conceptual Knowledge |
| Quelle | In: Journal of Cognition and Development, 7 (2006) 4, S.455-476 (22 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1524-8372 |
| Schlagwörter | Young Children; Age Differences; Role Perception; Classification; Cognitive Development; Inferences; Concept Formation |
| Abstract | When children learn categories, they do not learn isolated facts but rather systems of knowledge. These systems of knowledge are composed of property-property (e.g., things with wings tend to have feathers), property-role (e.g., things with eyes tend to eat), and role-role (e.g., things that eat tend to sleep) correlations. Research has shown that even young children have knowledge of property-property and property-role correlations, but there has been little direct evidence of their knowledge of role-role correlations or for how children might acquire this knowledge. We found that 5-year-olds have knowledge of role-role correlations and 2- and 3-year-olds have different degrees of knowledge of property-role correlations. Two-year-olds needed multiple properties to infer an appropriate role, whereas 3-year-olds needed only a single property (e.g., eyes or wheels). These results suggest that role knowledge may first be linked to object (or literal) similarity, then to clusters of properties, to a single property, and finally to other roles. (Contains 5 figures and 1 table.) (As Provided). |
| Anmerkungen | Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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