Developmental Changes in Information Central to Artifact Representation: Evidence from "Functional Fluency" Tasks

Autor/inn/en	Defeyter, Margaret Anne; Avons, S. E.; German, Tamsin C.
Titel	Developmental Changes in Information Central to Artifact Representation: Evidence from "Functional Fluency" Tasks
Quelle	In: Developmental Science, 10 (2007) 5, S.538-546 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-755X
DOI	10.1111/j.1467-7687.2007.00617.x
Schlagwörter	Preschool Children; Novelty (Stimulus Dimension); Developmental Psychology; Child Psychology; Developmental Stages; Experimental Psychology; Schemata (Cognition); Design; Patterned Responses; Knowledge Representation + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Entwicklungspsychologie; Kinderpsychologie; Experimentelle Psychologie; Cognition; Schema; Kognition; Antwortbogen; Wissensrepräsentation
Abstract	Research suggests that while information about design is a central feature of older children's artifact representations it may be less important in the artifact representations of younger children. Three experiments explore the pattern of responses that 5- and 7-year-old children generate when asked to produce multiple uses for familiar (Experiments 1, 2) and novel (Experiment 3) named objects. Results showed that while older children tended to produce responses based on the known design function of the object, younger children's responses were more flexible, though still constrained by the mechanical structure of the object. Only when ignorant of a novel object's design function did older children produce more varied functions than did younger children. These results suggest that representations supporting object function undergo change across this period of development, with information about design assuming more importance later than it does earlier. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10