The standard object-sorting task as a measure of conceptual organization.

Markman, Ellen M.; Cox, Barbara; Machida, Sandra

doi:10.1037/0012-1649.17.1.115

Cited by 83 publications

(34 citation statements)

References 10 publications

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“…established by Markman et al (1981).' The two scoring systems revealed the same effects, with only one exception.…”

Section: Scoringmentioning

confidence: 85%

“…However, when performance demands are minimized, preschoolers are sometimes able to use superordinate relations in classification. For example, Markman, Cox, and Machida (1981) demonstrated that when competing tendencies are reduced by having preschoolers sort objects into bags rather than on an open surface (on a table), children are better able to classify at superordinate levels. Bven under these favorable conditions, however, superordinate classification was not easily accomplished by these young children; only 40% of the items in their task were classified on the basis of superordinate relations.…”

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confidence: 99%

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Preschoolers' use of superordinate relations in classification and language

Waxman

Gelman

1986

Cognitive Development

181

117

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“…established by Markman et al (1981).' The two scoring systems revealed the same effects, with only one exception.…”

Section: Scoringmentioning

confidence: 85%

mentioning

confidence: 99%

Preschoolers' use of superordinate relations in classification and language

Waxman

Gelman

1986

Cognitive Development

181

117

View full text Add to dashboard Cite

“…Requests for identity decisions (Osborne & Calhoun, 1998;Waxman & Namy, 1997), the use of real objects (Deak & Bauer, 1996), the spatial aspects of the task (Markman, Cox & Machida, 1981) and the use of nouns rather than relational language (Dunham & Dunham, 1995) all enhance the proportion of taxonomic decisions. So, it could be that with different tasks and instructions, LEW could show preserved taxonomic skills.…”

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confidence: 99%

Preserved thematic and impaired taxonomic categorisation: A case study

Davidoff

Roberson

2004

Language and Cognitive Processes

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“…However, later studies showed that young children used taxonomic relations for sorting when a different sorting context was presented (e.g., Markman, Cox, & Machida, 1981), when a brief training was administered (Smiley & Brown, 1979), and when a more constrained request was given (e.g., Waxman & Namy, 1997). These findings thus suggest that from early on both taxonomic and thematic organizations are present in children's conceptual structure, but taxonomic relations are initially used in a relatively limited range of contexts but gradually replace the use of thematic relations.…”

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confidence: 99%

Children's Category Structure and False Memories

Chiang

Chiu

2006

PSYCHOLOGIA -An International Journal of Psychological Sciences

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Extensive previous research has focused on the development of children's conceptual organization and its effects on children's veridical memory. The present research investigated whether the structure of children's category knowledge also affected their false memories using categorical lists in the DRM paradigm, a listlearning method commonly used in false memory research. In Experiment 1, the effects of graded category structure were examined with both third and sixth graders by accessing false memories for unstudied critical items of differing output dominance in category production. In Experiment 2, the effects of hierarchical category structure were examined with third graders by manipulating the hierarchical level of studied list items (basic or subordinate) and unstudied critical items (superordinate, basic, or subordinate). The results show that by age 10, the graded and hierarchical structure is present in children's conceptual organization and affects formation of false memories. Theoretical implications of the present findings are discussed.Key words: category structure, false memory, list learning paradigm, memory developmentThe organization of concepts has long been an important topic in the research of human mind: it is thought to underlie several important cognitive functions that humans constantly engage in daily lives, such as classification and memory. In consequence, acquisition of an adult-like conceptual organization became a major focus in research of cognitive development.Extensive earlier literature suggested that children's conceptual organization underwent a shift in focus from thematic/complementary relations (e.g., dog grouped with leash) to taxonomic/similarity relations (e.g., dog grouped with cat) based on their responses in sorting objects on a table into groups (e.g., Annett, 1959;Inhelder & Piaget, 1964;Vygotsky, 1962). Some researchers hence proposed that early in development, children's knowledge was organized in terms of schematic or script-based relationships derived from perceptual-motor experiences and real-world scenes and events (e.g., Denney, 1974;Nelson, 1974), and later beyond about age 8 and through adulthood, This research was supported by Grant NSC90-2413-H-194-022 from National Science Council of Taiwan, R.O.C. to W.-C. C. The authors thank Yuh-Shiow Lee for valuable discussions on this work; an anonymous reviewer for helpful comments on an earlier version of this article; Tian-yoong Cheng for assistance with data processing; the children for their participation; and the staff of the elementary schools for assistance with testing arrangements.

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The standard object-sorting task as a measure of conceptual organization.

Cited by 83 publications

References 10 publications

Preschoolers' use of superordinate relations in classification and language

Preschoolers' use of superordinate relations in classification and language

Preserved thematic and impaired taxonomic categorisation: A case study

Children's Category Structure and False Memories

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