Category typicality, cultural familiarity, and the development of category knowledge.

Lin, Pei-Jung; Schwanenflugel, Paula J.; Wisenbaker, Joseph M.

doi:10.1037/0012-1649.26.5.805

Cited by 33 publications

(25 citation statements)

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“…The family resemblance method of deriving ratings will be useful for researchers who wish to investigate children's performance in a variety of cognitive tasks, such as encoding of information into memory, category membership verification, processing ofcategorical information, and so forth (see Bjorklund, Smith, & Ornstein, 1982;Lin, Schwanenflugel, & Wisenbaker, 1991) with the use of child-generated typicality ratings. (Manuscript received October 19, 1994; revision accepted for publication May 13, 1996.…”

Section: Discussionmentioning

confidence: 99%

Are rating-based procedures reliable for derivation of typicality judgments from children?

Maridaki‐Kassotaki

1997

Behavior Research Methods, Instruments, & Computers

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The aim of the present study was to examine whether a rating-based procedure that has already been used by other investigators can be used for derivation of typicality ratings from children. The evidence reported in the study establishes that such a procedure cannot be reliably used for this purpose. The results show that children rated category items in terms of personal preferences rather than as a function of how representative they considered the items to be of their superordinate category. On the basis of these findings, an alternative method based on the family resemblance scores of the category members was proposed in order to derive typicality ratings from young children. This family resemblance method of obtaining typicality judgments may be useful to investigators interested in assessing how children process categorical information.The method widely used by investigators (e.g., Rosch, 1973Rosch, , 1975 to derive typicality ratings requires subjects to judge the degree of typicality of a particular category member on the basis ofa rating scale. Normally, subjects are asked to rate items according to a 7-or 6-point scale, ranging from 1 for very good category members, through 2, 3, 4, 5 for quite good,fairly good, good, and poor, respectively, to 6 or 7 for very poor category members.It is not possible to employ such a rating task with very young children as subjects; the linguistic and cognitive demands of the task are too difficult. Previous investigators have, however, used 3-point rating scales to derive typicality ratings from children in a playful context (see Bjorklund, Thompson, & Ornstein, 1983). In this study, children were asked to rate category items in order to help a person from another planet understand the meaning of the categories. The task required the children to rate the items on a 3-point scale in a playful context. Three schematic faces, each having a different expression, were presented to them. The children were told to rate the items while pointing to one of the schematic faces. The "smiling" face corresponded to "very good" category members. These members would be very helpful to the spaceman for understanding the category. The "straight" face corresponded to "okay" category members. These members would help the spaceman somewhat to understand the category. The "frowning" face corresponded to "poor" exemplars, items that would not help the spaceman understand the category very well. The children were instructed to rate the items in terms of how good an example each item was of its category and not in terms of how much they liked the item.

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Section: Discussionmentioning

confidence: 99%

Are rating-based procedures reliable for derivation of typicality judgments from children?

Maridaki‐Kassotaki

1997

Behavior Research Methods, Instruments, & Computers

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“…One could imagine employing the Probabilistic Threshold Model to investigate whether in semantic categorization there are systematic threshold shifts with age (Bjorklund, Thompson, & Ornstein, 1983;Lin, Schwanenflugel, & Wisenbaker, 1990). One only has to hear a child discuss her immediate environment to realize that the extensions of the categories she employs do not always match those held by adults.…”

Section: Inter-individual Differences In Categorizationmentioning

confidence: 99%

A probabilistic threshold model: Analyzing semantic categorization data with the Rasch model

2010

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This is the unspecified version of the paper.This version of the publication may differ from the final published version. is given to its ability to account for inter-and intra-individual differences in categorization and their relationship with item typicality. Extensions of the Probabilistic Threshold Permanent repository linkModel that can be used to uncover the nature of category representations and the sources of categorization differences are discussed.

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“…The verbs used in this study were translations ofearly-acquired verbs learned by children in the United States. Early-acquired words tend to be prototypical, familiar, and basic (Anglin, 1977;Bjorklund, Thompson, & Ornstein, 1983;Lin, Schwanenflugel, & Wisenbaker, 1990;Rosch, 1978). The cross-cultural correspondence of such words may actually be much greater than for words referring to either the boundaries of the categories or the sub generic/subordinate level (Berlin, 1992).…”

Section: Discussionmentioning

confidence: 99%

The organization of verbs of knowing: Evidence for cultural commonality and variation in theory of mind

Schwanenflugel

Martin²,

Takahashi

1999

Memory & Cognition

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Cross-cultural commonality and variation in folk theories of knowing were studied by examining the organization of verbs of knowing in German and Japanese adults. German and Japanese adults performed one of two tasks: a similarity judgment task and an attribute rating task. Organizational structure was assessed for the similarity judgment task using multidimensional scaling and additive similarity tree analyses. The attribute rating task was used to describe the characteristics that organized the dimensions and clusters emerging from the scaling solutions. The folk theory of mind diSplayedwas an information processing model with constructive components, although the constructive aspects were more salient for the Germans than for the Japanese.

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Category typicality, cultural familiarity, and the development of category knowledge.

Cited by 33 publications

References 40 publications

Are rating-based procedures reliable for derivation of typicality judgments from children?

Are rating-based procedures reliable for derivation of typicality judgments from children?

A probabilistic threshold model: Analyzing semantic categorization data with the Rasch model

The organization of verbs of knowing: Evidence for cultural commonality and variation in theory of mind

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