CHILDREN'S KNOWLEDGE OF CONCEPTUAL CATEGORIES ASSESSED BY A SAME-DIFFERENT TASK

概要

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Kindergarten children were given a series of picture pairs, each containing two instances either of the same category or of different categories, and were required to judge whether two instances in each pair were of the same category or of different categories. Pairs of high-frequency and low-frequency instances were provided for each set of similar categories (fruit vs. vegetable) and dissimilar categories (fruit vs. musical instrument). Performances were better for the dissimilar set, the high-frequency instances, and the same pairs than for the similar set, the low-frequency instances, and the different pairs, respectively. The first-order interactions among the three variables were all significant. The results were interpreted in terms of discriminability of conceptual categories, retrieval of the category names from their instances, and errors by concept overgeneralization.
公益社団法人日本心理学会の論文