The Development of Multidimensional Classification in Children.

Autor/inn/en	Miller, Asenath A.; Starzec, James J.
Titel	The Development of Multidimensional Classification in Children.
Quelle	(1974), (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Age Differences; Classification; Developmental Psychology; Dimensional Preference; Elementary School Students; Preschool Children; Problem Solving; Responses; Task Analysis; Training; Verbal Ability + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Classification system; Klassifikation; Klassifikationssystem; Entwicklungspsychologie; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Problemlösen; Aufgabenanalyse; Ausbildung; Mündliche Leistung
Abstract	Children's performance on multidimensional classification tasks was examined in two experiments. In Experiment 1, preschool, first-, and third-grade children were shown a standard stimulus and were then asked to judge whether several comparison stimuli were the same as or different from the standard. Comparison stimuli differed from the standard on zero to four dimensions (form, orientation, size, brightness, or combinations of these dimensions). Most of the preschool and first-grade children based their judgments on a single dimension of difference, while multidimensional judgments predominated at the third-grade level. In Experiment 2, first-grade children were pretrained to make identity matches in response to the same-different classification instructions. A second classification task, with a different set of stimulus dimensions, was then presented. Identity pretraining failed to produce multidimensional responding on the second task. Verbal posttest indicated that the children were able to detect more than one set of dimensional differences. The results indicate that there are age-related differences in the number of dimensions children utilize in stimulus comparison. The unidimensional responding of younger children cannot be attributed to failure to understand the same-different instructions or inability to detect more than one set of dimensional differences. (Author/CS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01