What’s in a name? Typicality and relatedness effects in children

Jerger, Susan; Damian, Markus F.

doi:10.1016/j.jecp.2005.04.001

Cited by 18 publications

(26 citation statements)

References 64 publications

(78 reference statements)

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“…Shared properties between categories can create fuzzy category boundaries, which influence performance for a variety of tasks in children and adults. For example, performance in adults (and results recently found in children) in a category-verification task (e.g., vote "yes" if the item is a bird) is slower and less accurate for out-ofcategory items that share some properties with category items (e.g., bat); this is termed the relatedness effect (Jerger & Damian, 2005;Medin, Ross, & Markman, 2005). Classification performance in children is less consistent, however, and a few children may show either more limited (including typical objects only) or broader (including typical, atypical, and related out-of-category items) category membership (Jerger & Damian, 2005).…”

Section: Relatedness Effectmentioning

confidence: 99%

“…Recently, Jerger and Damian (2005) investigated children's understanding of an artifactual, structurally dissimilar category: clothing. They selected the clothing category for their initial research because it comprises developmentally early words across many cultures (Bloom, 2000).…”

Section: Children's Category-verification Taskmentioning

confidence: 99%

“…They selected the clothing category for their initial research because it comprises developmentally early words across many cultures (Bloom, 2000). Jerger and Damian (2005) reported a children's speeded category-verification task (push the "yes" button if the pictured object is clothing and the "no" button if it is not clothing) to assess two well-studied phenomena affecting the EAR & HEARING, VOL. 27 NO.…”

Section: Children's Category-verification Taskmentioning

confidence: 99%

“…Previous results on the speeded category-verification task in children with NH (Jerger & Damian, 2005) indicated that negative responses, particularly for classifying unrelated out-of-category objects (weak-negative condition), had increased difficulty (slower classification times, greater error rate). This observation suggests that negative classification times may be impacted by children's age of identification/ amplification/education (ID/amp/ed).…”

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confidence: 95%

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Effects of Childhood Hearing Loss on Organization of Semantic Memory: Typicality and Relatedness

et al. 2006

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The presence of a typicality effect indicates that 1) the structure of conceptual representations for at least one category in the HI group was based on characteristic properties with an uneven distribution among members, and 2) typical objects with a higher number of characteristic properties were more easily accessed and/or retrieved. The presence of a relatedness effect indicates that the structure of representational knowledge in the HI group allowed them to appreciate semantic properties and understand that properties may be shared between categories. Speculations linked the association 1) between positive responses and degree of hearing loss to an increase in the quality, accessibility, and retrievability of conceptual representations with better hearing; and 2) between negative responses and age of identification/amplification/education to an improvement in effortful, postretrieval decision-making proficiencies with more schooling and amplified auditory experience. This research establishes the value of our new approach to assessing the organization of semantic memory in children with HI.

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Section: Relatedness Effectmentioning

confidence: 99%

Section: Children's Category-verification Taskmentioning

confidence: 99%

Section: Children's Category-verification Taskmentioning

confidence: 99%

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confidence: 95%

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Effects of Childhood Hearing Loss on Organization of Semantic Memory: Typicality and Relatedness

et al. 2006

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“…In conducting child studies in cognitive psychology with categorical materials, it is important to know which exemplars are familiar for them and to identify the dominant exemplars for their age. For instance, studies about category typicality (e.g., Hasselhorn, 1992;Jerger & Damian, 2005), false memories (e.g., Howe, 2006), cued recall (e.g., Cooper & Newman, 1987), and interference in children (e.g., Howe, 2004) have used materials that require the knowledge stemming from category norms specifically derived from children.…”

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confidence: 99%

Portuguese category norms for children

2008

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This study presents Portuguese category norms for children of three different age groups: preschoolers (3-to 4-year-olds), second graders (7-to 8-year-olds), and preadolescents (11-to 12-year-olds). Three hundred Portuguese children (100 in each group) completed an exemplar-generation task. Preschoolers generated exemplars for 13 categories, second graders generated exemplars for 17 categories, and preadolescents generated exemplars for 21 categories. For each group, responses within each category were organized according to frequency of production in order to derive exemplar-production norms for sets of tested categories. The results also included information about the number of responses and exemplars, idiosyncratic and inappropriate responses, and commonality and diversity indexes for all the categories. A comparison of these children's norms with the Portuguese adult norms was also presented. The full set of norms may be downloaded from www.psychonomic.org/archive. Categorization provides our mental life with a sense of organization, allowing for the grouping of relatively diverse world entities into similar mental representations. This seems to be an advantage for our cognitive system because it contributes to efficient perception, communication, reasoning, andmemory operations. The categorygeneration task is onef the empirical procedures used to explore how categoric information is organized in our minds. In this task, pa*icipants are instructed to generate exemplars of categories, after being prompted by the name of the category. Descriptive and computational analyses of the responses provide useful information about specific features of categories-for instance, exemplar dominance, exemplar typicality, and category size.

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Category structure and processing in 6‐year‐old children with autism

2016

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This study investigated the categorization abilities of 6-year-old children with autism spectrum disorders (ASD) as compared to their peers with typical development (TD) using a category verification task. We examined the impact of stimulus typicality on multiple aspects of real-time performance, including accuracy, reaction time, and performance stability. Both groups were more accurate in identifying typical category members than atypical ones; however, only the ASD group's accuracy was affected by item ordering, indicating less stable performance. Furthermore, category structure was predicted by concurrent language levels in the TD group but by concurrent nonverbal IQ in the ASD group; these latter two findings suggest that children with ASD process categories differently than their peers with TD. Autism Res 2017, 10: 327-336. © 2016 International Society for Autism Research, Wiley Periodicals, Inc.

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What’s in a name? Typicality and relatedness effects in children

Cited by 18 publications

References 64 publications

Effects of Childhood Hearing Loss on Organization of Semantic Memory: Typicality and Relatedness

Effects of Childhood Hearing Loss on Organization of Semantic Memory: Typicality and Relatedness

Portuguese category norms for children

Category structure and processing in 6‐year‐old children with autism

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