| Abstract: | 40 3-, 40 5-, and 40 7-yr-olds were administered a free-sorting task, a directed sorting task, a verbal labeling task, and a conversation task using 4 natural concepts: cup, scissors, money, and musical instrument. Results reveal that almost all Ss had a knowledge of the correct function for cup and scissors, and all but the 3-yr-olds knew similar information for money and musical instrument. However, none of the Ss used all of the knowledge they possessed to guide behavior in the free-sorting task. The 5- and 7-yr-olds could use their knowledge when cued in the directed sort and when forced to use it in the verbal labeling task. In comparison, the 3-yr-olds were relatively unable to use their knowledge to guide behavior in any of these 3 tasks. Inferences are drawn about both the structure of children's concepts and how that structure changes with development. (French abstract) (25 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
