Cross-classification and category representation in children's concepts.

Developmental Psychology

Volumn 43, Issue 3, 2007, Pages 719-731

  Nguyen, Simone P ^a  

^a UNIVERSITY OF NORTH CAROLINA WILMINGTON   (United States)

Author keywords

Categorization; Category accessibility; Category representation; Cross classification

Indexed keywords

ADOLESCENT; ADULT; ARTICLE; CHILD; CHILD PSYCHOLOGY; CONCEPT FORMATION; DECISION MAKING; DISCRIMINATION LEARNING; FEMALE; HUMAN; LANGUAGE DEVELOPMENT; LEARNING; LINGUISTICS; MALE; PATTERN RECOGNITION; PRESCHOOL CHILD; REFERENCE VALUE;

ADOLESCENT; ADULT; ASSOCIATION LEARNING; CHILD; CHILD PSYCHOLOGY; CHILD, PRESCHOOL; CHOICE BEHAVIOR; CONCEPT FORMATION; DISCRIMINATION LEARNING; FEMALE; HUMANS; LANGUAGE DEVELOPMENT; MALE; PATTERN RECOGNITION, VISUAL; REFERENCE VALUES; VOCABULARY;

EID: 34248327498     PISSN: 00121649     EISSN: None     Source Type: Journal    
DOI: 10.1037/0012-1649.43.3.719     Document Type: Article

References (68)

1. Ackerman, B. P. (1988). Cued recall for category, thematic, and ad hoc classified events in children and adults. Journal of Experimental Child Psychology, 45, 88-118.
2. Barsalou, L. W. (1982). Context-independent and dependent information in concepts. Memory & Cognition, 10, 82-93.
3. Barsalou, L. W. (1983). Ad hoc categories. Memory & Cognition, 11, 211-227.
4. Barsalou, L. W. (1985). Ideals, central tendency, and frequency of instantiation as determinants of graded structure in categories. Journal of Experimental Psychology: Learning, Memory and Cognition, 11, 629-654.
5. Barsalou, L. W. (1991). Deriving categories to achieve goals. In G. H. Bower (Ed.), The psychology of learning and motivation: Advances in research and theory (pp. 1-64). San Diego: Academic Press.
6. Bauer, P. J., & Mandler, J. M. (1989). Cognitive Psychology, 21, 156-184.
7. Blaye, A., & Bonthoux, F. (2001). Thematic and taxonomic relations in preschoolers: The development of flexibility in categorization choices. British Journal of Developmental Psychology, 19, 395-412.
8. Blewitt, P. (1994). Understanding categorical hierarchies: The earliest levels of skills. Child Development, 6, 1279-1298.
9. Bohlmann, N. L., & Fenson, L. (2005). The effects of feedback on preservative errors in preschool aged children. Journal of Cognition and Development, 6, 119-131.
10. Ceci, S. J., & Howe, M. J. (1978). Age-related differences in free recall as a function of retrieval flexibility. Journal of Experimental Child Psychology, 26, 432-442.
11. Clark, E. V. (1997). Conceptual perspective and lexical choice in acquisition. Cognition, 64, 1-37.
12. Clark, E. V., & Barron, B. J. S. (1988). A thrower-button or a button-thrower? Children's judgments of grammatical and ungrammatical compound nouns. Linguistics, 26, 3-19.
13. Clark, E. V., Gelman, S. A., & Lane, N. M. (1985). Noun compounds and category structure in young children. Child Development, 56, 84-94.
14. Clark, E. V., & Svaib, T. A. (1997). Speaker perspective and reference in young children. First Language, 17, 57-74.
15. Deák, G. O., & Bauer, P. J. (1995). The effects of task comprehension on preschoolers' and adults' categorization choices. Journal of Experimental Child Psychology, 60, 393-427.
16. Deák, G. O., & Bauer, P. J. (1996). The dynamics of preschoolers' categorization choices. Child Development, 67, 140-168.
17. Deák, G. O., & Maratsos, M. (1998). On having complex representations of things: Preschoolers use multiple words for objects and people. Developmental Psychology, 34, 224-240.
18. Deák, G. O., Ray, S. D., & Pick, A. D. (2002). Matching and naming objects by shape or function: Age and context effects in preschool children. Developmental Psychology, 38, 503-518.
19. Deák, G. O., Ray, S. D., & Pick, A. D. (2004). Effects of age, reminders, and task difficulty on young children's rule-switching flexibility. Cognitive Development, 19, 385-400.
20. Diamond, A. Kirkham, N., & Amso, D. (2002). Conditions under which young children can hold two rules in mind and inhibit a prepotent response. Developmental Psychology, 38, 352-362.
21. Fisher, A. V., & Sloutsky, V. M. (2005). When induction meets memory: Evidence for gradual transition from similarity-based to category-based induction. Child Development, 76, 583-597.
22. Frye, D., Zelazo, P. D., & Palfai, T. (1995). Theory of mind and rule-based reasoning. Cognitive Development, 10, 483-527.
23. Gelman, S. A., Taylor, M., & Nguyen, S. P. (2004). Mother-child conversations about gender. Monographs of the Society for Research in Child Development, 69(1).
24. Gelman, S. A., Wilcox, S. A., & Clark, E. V. (1989). Conceptual and lexical hierarchies in young children. Cognitive Development, 4, 309-326.
25. Greenfield, D. B., & Scott, M. S. (1986). Young children's preference for complementary pairs: Evidence against a shift to a taxonomic preference. Developmental Psychology, 22, 19-21.
26. Hansen, M. B., & Markman, E. M. (2005). Appearance questions can be misleading: A discourse-based account of the appearance-reality problem. Cognitive Psychology, 50, 233-263.
27. Heit, E., & Rubinstein, J. (1994). Similarity and property effects in inductive reasoning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20, 411-422.
28. Horton, M. S., & Markman, E. M. (1980). Developmental differences in the acquisition of basic and superordinate categories. Child Development, 51, 708-719.
29. Inhelder, B., & Piaget, J. (1964). The early growth of logic in the child: Classification and seriation. London: Routledge.
30. Jacques, S., & Zelazo, P. D. (2001). The Flexible Item Selection Task (FIST): A measure of executive function in preschoolers. Developmental Neuropsychology, 20, 573-591.
31. Jacques, S., & Zelazo, P. D. (2005). On the possible roots of cognitive flexibility. In B. D. Homer & C. S. Tamis-LeMonda (Eds.), The development of social cognition and communication (pp. 53-81). Mahwah, NJ: Erlbaum.
32. Jones, S. S., Smith, L. B., & Landau, B. (1991). Object properties and knowledge in early lexical learning. Child Development, 62, 499-516.
33. Kalish, C. W., & Gelman, S. A. (1992). On wooden pillows: Multiple classifications and children's category-based induction. Child Development, 63, 1536-1557.
34. Lakoff, G. (1986). A figure of thought. Metaphor & Symbolic Activity, 1, 215-225.
35. Lin, E. L., & Murphy, G. L. (2001). Thematic relations in adults' concepts. Journal of Experimental Psychology: General, 130, 3-28.
36. Lucariello, J., Kyratzis, A., & Nelson, K. (1992). Taxonomic knowledge: What kind and when? Child Development, 63, 978-998.
37. Macrae, C. N., Bodenhausen, G. V., & Milne, A. B. (1995). The dissection of selection in person perception: Inhibitory processes in social stereo-typing. Journal of Personality and Social Psychology, 69, 397-407.
38. Mandler, J. M., Fivush, R., & Reznick, J. S. (1987). The development of contextual categories. Cognitive Development, 2, 339-354.
39. Markman, E. M. (1989). Categorization and naming in children: Problems of induction. Cambridge, MA: MIT Press.
40. Markman, E. M., & Hutchinson, J. E. (1984). Children's sensitivity to constraints on word meaning: Taxonomic versus thematic relations. Cognitive Psychology, 16, 1-27.
41. Markman, E. M., & Seibert, J. (1976). Classes and collections: Internal organization and resulting holistic properties. Cognitive Psychology, 8, 561-577.
42. Medin, D. L., Lynch, E. B., Coley, J. D., & Atran, S. (1997). Categorization and reasoning among tree experts: Do all roads lead to Rome? Cognitive Psychology, 32, 49-96.
43. Melkman, R., Tversky, B., & Baratz, D. (1981). Developmental trends in the use of perceptual and conceptual attributes in grouping, clustering, and retrieval. Journal of Experimental Child Psychology, 31, 470-486.
44. Mervis, C. B., Golinkoff, R. M., & Bertrand, J. (1994). Two-year-olds readily learn multiple labels for the same basic-level category. Child Development, 65, 1163-1177.
45. Murphy, G. L. (2001). Causes of taxonomic sorting by adults: A test of the thematic- to taxonomic shift. Psychonomic Bulletin & Review, 8, 834-839.
46. Murphy, G. L. (2002). The big book of concepts. Cambridge, MA: MIT Press.
47. Nelson, K. (1986). Event knowledge: Structure and function in development. Hillsdale, NJ: Erlbaum.
48. Nelson, K. (1988). Where do taxonomic categories come from? Human Development, 31, 3-10.
49. Nelson, K., & Nelson, A. P. (1990). Category production in response to script and category cues by kindergarten and second-grade children. Journal of Applied Developmental Psychology, 11, 431-446.
50. Nelson, L. J., & Miller, D. T. (1995). The distinctiveness effect in social categorization: You are what makes you unusual. Psychological Science, 6, 246-249.
51. Nguyen, S. P., & Murphy, G. L. (2003). An apple is more than a fruit: Cross-classification in children's concepts. Child Development, 74, 1-24.
52. Patalano, A. L., Chin-Parker, S., & Ross, B. H. (2006). The importance of being coherent: Category coherence, cross-classification, and reasoning. Journal of Memory and Language, 54, 407-424.
53. Perner, J., & Lang, B. (2002). What causes 3-year-olds' difficulty on the dimensional change card sorting task? Infant and Child Development, 11, 93-105.
54. Piaget, J. (1952). The child's concept of number. New York: W. W. Norton.
55. Rakison, D. H., & Butterworth, G. E. (1998). Infants' use of object parts in early categorization. Developmental Psychology, 34, 49-62.
56. Rakison, D. H., & Cohen, L. B. (1999). Infants' use of functional parts in basic-like categorization. Developmental Science, 2, 423-431.
57. Ribar, R., Oakes, L. M., & Spalding, T. L. (2004). Infants can rapidly form new categorical representations. Psychonomic Bulletin & Review, 11, 536-541.
58. Rosch, E., Mervis, C. B., Gray, W., Johnson, D., & Boyes-Braem, P. (1976). Basic objects in natural categories. Cognitive Psychology, 3, 382-439.
59. Ross, B. H., & Murphy, G. L. (1999). Food for thought: Cross-classification and category organization in a complex real-world domain. Cognitive Psychology, 38, 495-553.
60. Scheuner, N., Bonthoux, F., Cannard, C., & Blaye, A. (2004). The role of associative strength and conceptual relations in matching tasks in 4- and 6-year-old children. International Journal of Psychology, 39, 290-304.
61. Sloutsky, V. M., & Fisher, A. V. (2004a). Induction and categorization in young children: A similarity-based model. Journal of Experimental Psychology: General, 133, 166-188.
62. Sloutsky, V. M., & Fisher, A. V. (2004b). When development and learning decrease memory: Evidence against category-based induction in children. Psychological Science, 15, 553-558.
63. Smiley, S. S., & Brown, A. L. (1979). Conceptual preference for thematic or taxonomic relations: A nonmonotonic trend from preschool to old age. Journal of Experimental Child Psychology, 28, 437-458.
64. Steinberg, E. R., & Anderson, R. C. (1975). Hierarchical semantic organization in 6-year-olds. Journal of Experimental Child Psychology, 19, 544-553.
65. Waxman, S. R., & Gelman, R. (1988). Preschoolers' use of superordinate relations in classification and language. Cognitive Development, 1, 139-156.
66. Waxman, S. R., & Hatch, T. (1992). Beyond the basics: Preschool children label objects flexibly at multiple hierarchical levels. Journal of Child. Language, 19, 153-166.
67. Waxman, S. R., & Namy, L. R. (1997). Challenging the notion of a thematic preference in young children. Developmental Psychology, 33, 555-567.
68. Zelazo, P. D., Frye, D., & Rapus, T. (1996). An age-related dissociation between knowing rules and using them. Cognitive Development, 11, 37-63.