| Abstract: | Investigated whether a shift from complementary to similarity concepts occurs in preschool children prior to the shift from concrete-similarity to abstract-similarity concepts that had been observed among elementary school children. The conceptual preferences of 140 boys and girls, aged 3, 4, 5, and 9 yrs, were assessed using a classification task known as the Picture Pairing Test. Results indicate a distinct developmental sequence in conceptual preferences, with complementary, perceptible, functional, and finally, nominal concepts increasing significantly at various ages. The role of perceptible concepts, especially those based on common color, as a bridge between complementary concepts and more abstract forms of similarity concepts, is discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
