A Developmental Dissociation between Category and Function Judgments about Novel Artifacts

Autor/inn/en	Defeyter, Margaret A.; Hearing, Jill; German, Tamsin C.
Titel	A Developmental Dissociation between Category and Function Judgments about Novel Artifacts
Quelle	In: Cognition, 110 (2009) 2, S.260-264 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-0277
DOI	10.1016/j.cognition.2008.10.014
Schlagwörter	Preschool Children; Classification; Child Development; Thinking Skills; Cognitive Processes; Task Analysis + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Classification system; Klassifikation; Klassifikationssystem; Kindesentwicklung; Denkfähigkeit; Cognitive process; Kognitiver Prozess; Aufgabenanalyse
Abstract	Two studies investigated the relative importance of information about intended design and current use on judgments about the function (Experiment 1) or category (Experiment 2) of novel artifacts in preschool children and adults. Adults assigned function and name on the basis of information about design across all conditions, while children's decisions about function dissociated from decisions about category. Function judgments (in both 4 and 6-year-olds) were neutral between design and current use, both when the current use was idiosyncratic (e.g. performed by just one agent) and conventional (performed by many people; Experiment 1). By contrast, where category judgments were required for the very same objects (Experiment 2), children named according to design intentions--but only if the alternate function was idiosyncratic. Judging function and assigning category are thus cognitive tasks that draw on different information across development, a fact that should be captured by theories of developing artifact concept structure. (Contains 1 figure and 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10