A Perceptual View of Conceptual Development

Tighe, Thomas J.; Tighe, Louise S.

doi:10.1007/978-1-4684-2619-9_13

Cited by 19 publications

(6 citation statements)

References 36 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Certainly there are many correspondences between children's and adults' perceptions of multidimensional relations. Previous investigations have shown that although young children initially apprehend wholistic relations, they can, with additional processing time, analyze the wholes into their constituent parts (Kemler & Smith, 1979;Smith & Kemler, 1978;Tighe & Tighe, 1978;Ward, 1980). Thus, even within their wholistic perceptual mode, young children have access to the component dimensions.…”

Section: Discussionmentioning

confidence: 99%

Importance of the overall similarity of objects for adults' and children's classifications.

Smith¹

1981

Journal of Experimental Psychology: Human Perception and Perfor

102

View full text Add to dashboard Cite

Previous work has shown that adults and older children tend to classify multi-dimensional objects by identity on one dimension, whereas children under 8 years of age tend to classify these same objects by a relation of overall similarity. The present study investigated the hypothesis that this developmental trend is restricted to the classification of simple objects that differ only by limited amounts on a few dimensions. The specific hypothesis was that overall-similarity relations structure both adults' and children's classifications of heterogenous objects (objects that differ in a variety of ways). This hypothesis was suggested by the correspondence between the structure of young children's classifications and the structure of natural categories. The result of two experiments supported the hypothesis. When the to-be-classified objects varied simultaneously on relatively many dimensions, adults as well as children constructed classifications that maximized within-category similarity on all varying dimensions. The implications of these results for accounts of the perception of multidimensional relations and classificatory behavior are discussed.

show abstract

Section: Discussionmentioning

confidence: 99%

Importance of the overall similarity of objects for adults' and children's classifications.

Smith¹

1981

Journal of Experimental Psychology: Human Perception and Perfor

102

View full text Add to dashboard Cite

show abstract

“…The children's performances on the simultaneous-discrimination format tasks could be related to developmental status per se .. Developmental studies examining the integrality/separability question have reported that, as children grow older, there is a general trend from responding to compound aspects of the stimuli to responding to stimulus components, or from holistic to featural perception (Shepp, Barrett, & Kolbet, 1987;Smith & Kemler, 1977;Tighe & Tighe, 1978;Zeaman & Hanley, 1983; but see Rudy, 1991). Alternatively, the superiority of match-to-sample could have resulted from the matching tasks being often used in formal and informal educational settings (e.g., school textbooks and commercially available games) to teach picture-to-word equivalences and other forms of categorization (e.g., matching names of food items).…”

Section: Discussionmentioning

confidence: 99%

Establishing Equivalence Classes with Match-To-Sample Format and Simultaneous-Discrimination Format Conditional Discrimination Tasks

2000

View full text Add to dashboard Cite

This study compared standard stimulus equivalence training and testing in the match-to-sample format to a simultaneousdiscrimination format. Experiment 1 compared the formats between groups in both adults and 5-year-old children. There were no differences on symmetry tests. There was a difference between children and adults on a one-node equivalence test. Results were positive for all of the adults in the match-to-sample and simplediscrimination formats. Results were positive for all children in the match-to-sample format, but for only half of them in the simplediscrimination format. Transfer tests for discriminative control were conducted with participants who had positive equivalence test results. Transfer was less reliable in children than in adults, but there were no differences between formats. Experiment 2 replicated the results with children in a within-subject design.

show abstract

“…It has become increasingly clear on both empirical (Garner, 1974;Tighe & Tighe, 1978) and theoretical (Shaw & Mclntyre, 1974) grounds that the nature of the stimulus imposes important constraints on models of processing. The findings described in the previous section would seem particularly vulnerable in this regard because virtually all the research on which they are based used colored forms as stimuli.…”

Section: Nature Of the Stimulusmentioning

confidence: 99%

Stimulus repetition effects on attention to words and colors.

Kraut¹,

Smothergill²,

Farkas³

1981

Journal of Experimental Psychology: Human Perception and Perfor

View full text Add to dashboard Cite

Mere observation of 30 presentations of a colored form results in slower reaction time responses to the familiarized stimulus than to a comparable novel stimulus. Prior research suggest that this result is due to two subsidiary effects of repetition: alertness decrement and encoding facilitation. Four experiments were conducted to compare the effects of stimulus repetition on colors and words. The two-factor theory of repetition was found to hold for words as well as for colors; for words, in contrast to colors, encoding facilitation was found to be stronger than alertness decrement.

show abstract

A Perceptual View of Conceptual Development

Cited by 19 publications

References 36 publications

Importance of the overall similarity of objects for adults' and children's classifications.

Importance of the overall similarity of objects for adults' and children's classifications.

Establishing Equivalence Classes with Match-To-Sample Format and Simultaneous-Discrimination Format Conditional Discrimination Tasks

Stimulus repetition effects on attention to words and colors.

Contact Info

Product

Resources

About