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Article de revue:
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ID no. (ISBN etc.): 1524-8372
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Clé de citation BibTeX: Sheya2006
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Sheya, A., & Smith, L. B. (2006). Perceptual features and the development of conceptual knowledge. Journal of Cognition and Development, 7(4), pp. 455–476.
Ajoutée par: Sterenn Audo 2008-02-06 16:32:56
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Catégories: Catégorisation, Full text
Descripteurs: categorization, Childhood Development, Classification (Cognitive Process), cognitive development, conceptual knowledge, Declarative Knowledge, development, perceptual features, Procedural Knowledge, property-property, property-role, Role Perception, role-role
Auteurs: Sheya, Smith
Collection: Journal of Cognition and Development
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Nombre de vues: 321
Popularité: 29.16%
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Résumé
When children learn categories, they do not learn isolated facts but rather systems of knowledge. These systems of knowledge are composed of property-property (e.g., things with wings tend to have feathers), property-role (e.g., things with eyes tend to eat), and role-role (e.g., things that eat tend to sleep) correlations. Research has shown that even young children have knowledge of property-property and property-role correlations, but there has been little direct evidence of their knowledge of role-role correlations or for how children might acquire this knowledge. We found that 5-year-olds have knowledge of role-role correlations and 2- and 3-year-olds have different degrees of knowledge of property-role correlations. Two-year-olds needed multiple properties to infer an appropriate role, whereas 3-year-olds needed only a single property (e.g., eyes or wheels). These results suggest that role knowledge may first be linked to object (or literal) similarity, then to clusters of properties, to a single property, and finally to other roles. (PsycINFO Database Record (c) 2007 APA, all rights reserved)(from the journal abstract)
Ajoutée par: Sterenn Audo
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Ajoutée par: Sterenn Audo
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