Development of categorization in infancy: Advancing forward to the animate/inanimate level

Rostad, Kristin; Yott, Jessica; Poulin‐Dubois, Diane

doi:10.1016/j.infbeh.2012.05.005

Cited by 20 publications

(19 citation statements)

References 37 publications

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“…Within this literature, Serpell [26] proposed the notion of ‘‘the animal within”, highlighting the part of the human self-concept that ties us to other animals. This connection to animals emerges in early childhood, with children showing a tendency to categorize humans and non-human animals as part of the same category as early as 14-months of age [27] (see also [28]). Throughout the lifespan attachment to animals, and pets in particular, is evident [29–30] and has been shown to have a range of implications, including for human mental health [31].…”

Section: Introductionmentioning

confidence: 99%

Solidarity with Animals: Assessing a Relevant Dimension of Social Identification with Animals

Amiot

Bastian

2017

PLoS ONE

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Interactions with animals are pervasive in human life, a fact that is reflected in the burgeoning field of human-animal relations research. The goal of the current research was to examine the psychology of our social connection with other animals, by specifically developing a measure of solidarity with animals. In 8 studies using correlational, experimental, and longitudinal designs, solidarity with animals predicted more positive attitudes and behaviors toward animals, over and above existing scales of identification, and even when this implied a loss of resources and privileges for humans relative to animals. Solidarity with animals also displayed predicted relationships with relevant variables (anthropomorphism, empathy). Pet owners and vegetarians displayed higher levels of solidarity with animals. Correlational and experimental evidence confirmed that human-animal similarity heightens solidarity with animals. Our findings provide a useful measure that can facilitate important insights into the nature of our relationships with animals.

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Section: Introductionmentioning

confidence: 99%

Solidarity with Animals: Assessing a Relevant Dimension of Social Identification with Animals

Amiot

Bastian

2017

PLoS ONE

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“…During infancy, a superordinate‐to‐basic‐level shift in category development has reliably been observed across experimental paradigms: Between 2 and 4 months of age with paradigms based on visual fixation (Arterberry & Bornstein, ; Quinn & Johnson, ), between 6 and 12 months with object examination tasks (Pauen, ), and between 18 and 30 months with sequential touching tasks (Bornstein & Arterberry, ; Mandler, Bauer, & McDonough, ). Although few studies have investigated the development of A–I categorization within this developmental timetable, some evidence using the sequential touching procedure suggests that A–I categorization emerges between 14 and 18 months of age (Rostad, Yott, & Poulin‐Dubois, ), that is, around the same time, superordinate‐level categories have also been shown to emerge with this procedure (18 months: Mandler et al ., ; between 12 and 18 months: Bornstein & Arterberry, ).…”

Section: Introductionmentioning

confidence: 99%

The animate–inanimate distinction in preschool children

Wright

Poulin‐Dubois

Kelley

2014

British J of Dev Psycho

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This study examined the development of the animate-inanimate (A-I) distinction in relation to other taxonomic categories in early childhood. Four- and 5-year-old children were administered two tasks measuring knowledge of taxonomic categories at various levels of inclusiveness. Across both matching-to-sample and object sorting tasks, the same pattern of categorization development was observed. Mastery of basic- and superordinate-level categories was demonstrated by 4 years of age. Although 5-year-old children performed above chance on A-I level categories, their abilities were not as mature as those of adults. Results of this study support and extend previous studies investigating the development of children's understanding of naïve biology during the preschool years.

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“…Liu et al (2001), encontraron que las palabras que producen los niños son principalmente del nivel básico, mientras que Mervis y Rosch (1981) hallaron que niños de cinco años agrupan mejor los estímulos artificiales del nivel básico que los del nivel superordinado. Estos hallazgos se han interpretado como indicativos de que dichos conceptos se adquieren primero en el desarrollo (Murphy, 2016), lo que se denomina modelo bottom-up (Rostad et al, 2012).…”

Section: Revisión De La Literaturaunclassified

“…En contrapartida al modelo del prototipo, otros autores plantean que la adquisición de conceptos del nivel superordinado precede a la del nivel básico (Bornstein & Arterberry, 2010;Elsner et al, 2013;Mandler & McDonough, 1993;Rostad et al, 2012).…”

Section: Introductionunclassified

Capacidad de denominación y categorización en una muestra de niños de Jardín de Infantes

Ordóñez

Garros

Formoso

et al. 2020

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AA partir de la postulación del modelo del prototipo, dentro de la Psicología cognitiva se ha cuestionado la capacidad de los niños para realizar tareas semánticas que impliquen distintos niveles de inclusión. Actualmente, continúa en debate si durante el desarrollo se adquieren primero los conceptos del nivel básico o los del nivel superordinado. Por otro lado, continúa el debate en torno a si en la ontogenia se adquieren primero los conceptos y categorías correspondientes al dominio de seres vivos o al de objetos inanimados. Con el objetivo de explorar el desarrollo del conocimiento léxico-semántico, se realizó la prueba del cuarto excluido, propuesta por Luria (1984), en una muestra de 30 niños de Buenos Aires de clase media-alta que asisten a una escuela privada bilingüe. En dicha prueba el participante debe denominar tarjetas a color, luego extraer el estímulo que no se vincule semánticamente al resto del juego y, por último, denominar la categoría resultante. Los resultados obtenidos son consistentes con el modelo del prototipo, en donde los conceptos del nivel básico se adquieren con anterioridad a los del nivel superordinado. Se encontró también que seres vivos puntuó por arriba en las dos tareas de denominación.

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Development of categorization in infancy: Advancing forward to the animate/inanimate level

Cited by 20 publications

References 37 publications

Solidarity with Animals: Assessing a Relevant Dimension of Social Identification with Animals

Solidarity with Animals: Assessing a Relevant Dimension of Social Identification with Animals

The animate–inanimate distinction in preschool children

Capacidad de denominación y categorización en una muestra de niños de Jardín de Infantes

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