Two experiments examined six-month-olds' ability to form an abstract containment category. Results indicated that, after habituation to object pairs in a containment relation, infants looked reliably longer at an example of an unfamiliar versus familiar containment relation, indicating that they could form a categorical representation of…

Discusses how daily routines in early childhood and primary grade settings can assist young children's developing understanding of time. Notes adaptable activities, including tracking weather, keeping records, talking about activities, creating time lines, celebrating personal milestones, and recording events and changes. Lists ways to integrate…

Two experiments compared preschoolers' awareness of knowledge transitions involving behavioral changes to those involving vocabulary or general knowledge changes. Found that children tended to report they had learned something new when novel information was behavioral (e.g., counting in Japanese) and tended to claim prior knowledge when the novel…

Nine experiments examined 6- to 10-month-olds' formation of an abstract category representation for "between." Findings indicated that older, but not younger infants, could form an abstract category representation for "between" when performing in an object-variation version of the between categorization task. Six- to…

Presents an approach to quadratic functions that draws upon knowledge of linear functions by looking at the product of two linear functions. Then considers the quadratic function as the sum of three monomials. Potential advantages of each approach are discussed. (Contains 17 references.) (MDH)

Investigates numerical competence in five-month-old infants using a violation-of-expectation paradigm. Supports previous findings that young children possess not only the competence for limited numerical abstraction, but also the ability to carry out addition and subtraction operations. An alternative explanation, that infants' responses are based…

Four studies assessed whether children and adults saw categorization decisions as objective matters of fact or as invented conventions. Found that preschoolers treated basic-level animal and human-made artifact category decisions as objective, with kinds of animals treated as more objective than kinds of artifacts. Adults' judgments were similar…

Adult and 10- and 12-month olds participated in two experiments to determine reliance of infants on object-kind information in solving problems of object individuation. Findings converge with those of object-first hypothesis of developmental course of object individuation. Findings suggest that young infants may represent one concept as criteria…

Two experiments examined development of economic understanding among 5-, 7- and 9-year-olds. Found that most 5-year-olds understood the goal of acquiring desired goods, and most 7- and 9-year-olds also understood the goals of seeking profits, acquiring goods inexpensively, and competing successfully with other sellers. Results suggest that older…

Reports children's understanding of objects with different anthropomorphic features, including a person, robot, computer, and doll. Shows that different objects did not elicit substantially different judgement patterns concerning their ability to think on their own, with the exception of a clear pattern of increased understanding of clever…

Four studies examined the influence of essentialist information such as internal properties and perceptual similarity on 3-, 4-, and 5-year olds' interpretations of labels. Results suggested that children have essentialist beliefs about animals, but not about artifacts, and that these beliefs interact with children's assumptions about word meaning…

Maintains that Muller and Overton (1998) misrepresent her theory of infant concept formation in infancy, makes corrections to their representation, and notes that her theory was developed in part because of the lack of detailed mechanisms in Piaget's theory to account for concept formation. Argues that Muller and Overton's proposed alternative…

Three experiments examined the relative importance of original function and current function in artifact categorization for young children and adults. It was concluded that 6-year-olds have begun to organize their understanding of artifacts around the notion of original function, whereas 4-year-olds have not. Data were examined in terms of how…

Investigated in 3 studies whether 2- to 4-year-olds make accurate causal inferences on the basis of patterns of variation and covariation. Found that all three age groups considered information from various patterns of variation and covariation in judgments regarding two objects and activation of a machine. Three- and 4-year-olds used the…

Two experiments explored how infants learn to form an abstract categorical representation of support (i.e., on) when habituated to few (i.e., 2) or many (i.e., 6) examples of the relation. When habituated to 2 pairs of objects in a support relation, 14-month-olds, but not 10-month-olds, formed the abstract spatial category (i.e., generalized the…