Literaturnachweis - Detailanzeige
Autor/inn/en | Johnson, Kathy E.; Scott, Paul; Mervis, Carolyn B. |
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Titel | Development of Children's Understanding of Basic--Subordinate Inclusion Relations. |
Quelle | In: Developmental Psychology, 33 (1997) 5, S.745-63Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0012-1649 |
Schlagwörter | Adults; Age Differences; Child Development; Children; Classification; Cognitive Development; College Students; Developmental Stages; Familiarity; Induction; Knowledge Level; Performance Factors; Prior Learning; Vertical Organization |
Abstract | Four studies examined developmental differences in the representation of basic-subordinate inclusion relationships in three-, five-, and seven-year olds and undergraduates. Found that even three-year olds showed rudimentary knowledge of the asymmetry of inclusion. There was a marked developmental gap between producing subordinate category names and completely understanding basic-subordinate inclusion relations. Familiarity of subordinate categories influences children's performance. (Author/KB) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |