Literaturnachweis - Detailanzeige
Autor/inn/en | Rhodes, Marjorie; Gelman, Susan A.; Karuza, J. Christopher |
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Titel | Preschool Ontology: The Role of Beliefs about Category Boundaries in Early Categorization |
Quelle | In: Journal of Cognition and Development, 15 (2014) 1, S.78-93 (16 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1524-8372 |
DOI | 10.1080/15248372.2012.713875 |
Schlagwörter | Role; Beliefs; Preschool Children; Classification; Decision Making; Intuition; Learning Processes; Concept Formation; Task Analysis; Pictorial Stimuli; Regression (Statistics); Testing; Test Items; New York Rollen; Belief; Glaube; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Classification system; Klassifikation; Klassifikationssystem; Decision-making; Entscheidungsfindung; Learning process; Lernprozess; Concept learning; Begriffsbildung; Aufgabenanalyse; Fantasieanregung; Regression; Regressionsanalyse; Testdurchführung; Testen; Test content; Testaufgabe |
Abstract | These studies examined the role of ontological beliefs about category boundaries in early categorization. Study 1 found that preschool-age children (N = 48, aged 3-4 years old) have domain-specific beliefs about the meaning of category boundaries; children judged the boundaries of natural kind categories (animal species, human gender) as discrete and strict, but they judged the boundaries of other categories (artifact categories, human race) as more flexible. Study 2 demonstrated that these domain-specific ontological intuitions guide children's learning of new categories; children (N = 28, 3-year-olds) assumed that the boundaries of novel animal categories would be narrower and more strictly defined than novel artifact categories. These data demonstrate that abstract beliefs about the meaning of category boundaries shape early conceptual development. (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 |