Set Size, Individuation, and Attention to Shape

Autor/inn/en	Cantrell, Lisa; Smith, Linda B.
Titel	Set Size, Individuation, and Attention to Shape
Quelle	In: Cognition, 126 (2013) 2, S.258-267 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-0277
DOI	10.1016/j.cognition.2012.10.007
Schlagwörter	Classification; Monolingualism; Preschool Children; Naming; Nouns; Syntax; Experiments; Adults + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erprobung
Abstract	Much research has demonstrated a shape bias in categorizing and naming solid objects. This research has shown that when an entity is conceptualized as an individual object, adults and children attend to the object's shape. Separate research in the domain of numerical cognition suggest that there are distinct processes for quantifying small and large sets of discrete items. This research shows that small set discrimination, comparison, and apprehension is often precise for 1-3 and sometimes 4 items; however, large numerosity representation is imprecise. Results from three experiments suggest a link between the processes for small and large number representation and the shape bias in a forced choice categorization task using naming and non-naming procedures. Experiment 1 showed that adults generalized a newly learned name for an object to new instances of the same shape only when those instances were presented in sets of less than 3 or 4. Experiment 2 showed that preschool children who were monolingual speakers of three different languages were also influenced by set size when categorizing objects in sets. Experiment 3 extended these results and showed the same effect in a non-naming task and when the novel noun was presented in a count-noun syntax frame. The results are discussed in terms of a relation between the precision of object representation and the precision of small and large number representation. (Contains 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10