幼児のカテゴリー化様式に及ぼす刺激の言語化及び分離可能性の影響

概要

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This study was conducted to clear the effects of stimulus verbalization and separability on categorization mode in young children. Eighty 5- and 6-years-old children were showed the category generalization tasks of schematic faces or geometoric figures with five dimensions varying in two values and required to calssify the test exemplars. Before starting this task, verbalization groups were required to say components of the stimuli. As a result, verbalization groups could say components of the stimulus correctly, but they used holistic mode rather than analytic mode. It seems that this result is due to using the category generalization tasks, relating stimulus components each other, or not being able to use verbalizing information about stimulus components. Geometric figure test exemplars were calssfied by holistic mode rather than shematic face test exemplars. This result suggests that integral stimuli may be likely to be classhed by holistic mode.
1992-11-25