Preschool Ontology: The Role of Beliefs about Category Boundaries in Early Categorization

Autor/inn/en	Rhodes, Marjorie; Gelman, Susan A.; Karuza, J. Christopher
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10