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Peer reviewedFreund, Lisa S.; And Others – Journal of Experimental Child Psychology, 1990
Two studies of classification strategies of three and five year olds and adults found that five year olds and adults used different sorting strategies for each of two sorting tasks, whereas three year olds relied on the same strategy for both. Children most successful in producing correct groupings were most likely to modify their strategies…
Descriptors: Adults, Age Differences, Classification, Cognitive Ability
Peer reviewedCaplan, Leslie J.; Barr, Robin A. – Journal of Experimental Child Psychology, 1989
Contrasted four theories of natural language category acquisition by investigating the relation between category intensions and extensions in kindergarten children, second and fifth graders, and college students. Since none of the theories discussed could explain the pattern of results, an exemplar-based model was proposed. (RH)
Descriptors: Age Differences, Classification, Cognitive Ability, College Students
Peer reviewedJohnson, Kathy E.; And Others – Developmental Psychology, 1992
Judgments of similarity among mammals, including humans, were elicited from 7 and 10 year olds and adults. Results partially supported a consensus model of shared cultural knowledge. Patterns of deviation from the model appeared between children and adults because of the emergence of a primate category after age 10. (BC)
Descriptors: Adults, Age Differences, Children, Classification
Peer reviewedCook, Gregory L.; Odom, Richard D. – Journal of Experimental Child Psychology, 1992
In four experiments, younger children and adults showed greater perceptual sensitivity and more extensive conceptual labeling for difference relations than for identity relations. Younger and older children demonstrated consistent dimensional selectivity in tasks involving free classification and the estimation of differences. (Author/BG)
Descriptors: Adults, Age Differences, Children, Classification
Peer reviewedRakison, David H.; Butterworth, George E. – Developmental Psychology, 1998
Two experiments used object-manipulation tasks to examine whether one- to two-year-olds form superordinate-like categories by attending to object parts. Findings indicated that 14- and 18-month-olds behaved systematically toward categories with different, but not matching, parts. Without part differences, none formed superordinate categories.…
Descriptors: Age Differences, Attention, Classification, Cognitive Development
Peer reviewedMadole, Kelly L.; Oakes, Lisa M. – Developmental Review, 1999
Responds to Mandler's critique of authors' view of infant categorization. Maintains that their view of infant categorization is not characterized by a shift from one type of category to another but by gradual changes in the kinds of information infants can use in forming categories. Clarifies position regarding a single categorical process using…
Descriptors: Age Differences, Classification, Cognitive Development, Cognitive Processes
Peer reviewedYounger, Barbara A.; Fearing, Dru D. – Child Development, 1999
Three experiments used a familiarization/novelty or a habituation/dishabituation procedure to examine developmental change in infants' tendency to parse exemplars into separate categories. Results indicated that 10-month olds appeared to form differentiated categories, whereas 4- and 7-month olds formed a single category to include the range of…
Descriptors: Age Differences, Classification, Cognitive Processes, Familiarity
Peer reviewedKlibanoff, Raquel S.; Waxman, Sandra R. – Child Development, 2000
Examined preschoolers' ability to map novel adjectives to object properties in two experiments. Found that 4-year-olds could extend novel adjectives from target to matching test object whether objects were drawn from same, or different, basic level categories. If 3-year-olds' first extended a novel adjective to objects in the same basic level…
Descriptors: Adjectives, Age Differences, Classification, Cognitive Development
Peer reviewedCoyle, Thomas R. – Journal of Experimental Child Psychology, 2001
Examined whether a sample of variability measures could be reduced to a smaller number of factors with 8 independent samples of second through fourth graders and adults. Found that a 2-factor model of strategy diversity and strategy change was supported for all samples. Strategy diversity positively related to children's recall; strategy change…
Descriptors: Adults, Age Differences, Children, Classification
Peer reviewedBussey, Kay – Child Development, 1999
Investigated 4-, 8-, and 11-year-olds' ability to categorize intentionally false and true statements as lies and truths. Found that older children were more likely to categorize false statements as lies and true statements as truths than were 4-year-olds. Antisocial lies were rated as most serious, and "white lies" as least serious.…
Descriptors: Age Differences, Children, Classification, Cognitive Development
Peer reviewedBlanchet, Nicole; Dunham, Philip J.; Dunham, Frances – Developmental Psychology, 2001
Preschoolers viewed stimulus sets comprised of a sample picture and three types of matches and were asked to choose a match that "went with" each sample. Children's choices indicated that a shift occurs between 3 and 4 years of age from a taxonomic bias to a thematic bias. Animate sample stimuli enhanced children's tendency to adopt…
Descriptors: Age Differences, Classification, Cognitive Development, Comparative Analysis
Direct linkLivingston, Kenneth R.; Andrews, Janet K. – Developmental Science, 2005
After learning to categorize a set of alien-like stimuli in the context of a story, a group of 5-year-old children and adults judged pairs of stimuli from different categories to be less similar than did groups not learning the category distinction. In a same-different task, the learning group made more errors on pairs of non-identical stimuli…
Descriptors: Stimuli, Young Children, Adults, Concept Formation
Deneault, Joane; Ricard, Marcelle – Journal of Cognition and Development, 2006
This study investigated the development of the understanding of class inclusion in children age 5, 7, and 9 years, whose performance on a qualitative class-inference task assessing their appreciation of the transitive and asymmetrical nature of inclusive relations within the animal domain was compared with their ability to make quantitative…
Descriptors: Children, Inferences, Cognitive Development, Age Differences
Zollig, Jacqueline; West, Robert; Martin, Mike; Altgassen, Mareike; Lemke, Ulrike; Kliegel, Matthias – Neuropsychologia, 2007
Overview: Behavioural data reveal an inverted U-shaped function in the efficiency of prospective memory from childhood to young adulthood to later adulthood. However, prior research has not directly compared processes contributing to age-related variation in prospective memory across the lifespan, hence it is unclear whether the same factors…
Descriptors: Models, Semantics, Young Adults, Adolescents
Ivanova, Masha Y.; Achenbach, Thomas M.; Rescorla, Leslie A.; Dumenci, Levent; Almqvist, Fredrik; Bilenberg, Niels; Bird, Hector; Broberg, Anders G.; Dobrean, Anca; Dopfner, Manfred; Erol, Nese; Forns, Maria; Hannesdottir, Helga; Kanbayashi, Yasuko; Lambert, Michael C.; Leung, Patrick; Minaei, Asghar; Mulatu, Mesfin S.; Novik, Torunn; Oh, Kyung Ja; Roussos, Alexandra; Sawyer, Michael; Simsek, Zeynep; Steinhausen, Hans- Christoph; Weintraub, Sheila; Winkler Metzke, Christa; Wolanczyk, Tomasz; Zilber, Nelly; Zukauskiene, Rita; Verhulst, Frank C. – Journal of Consulting and Clinical Psychology, 2007
As a basis for theories of psychopathology, clinical psychology and related disciplines need sound taxonomies that are generalizable across diverse populations. To test the generalizability of a statistically derived 8-syndrome taxonomic model for youth psychopathology, confirmatory factor analyses (CFAs) were performed on the Youth Self-Report…
Descriptors: Psychopathology, Child Behavior, Check Lists, Age
