Categorical Flexibility in Preschoolers: Contributions of Conceptual Knowledge and Executive Control

Autor/inn/en	Blaye, Agnes; Jacques, Sophie
Titel	Categorical Flexibility in Preschoolers: Contributions of Conceptual Knowledge and Executive Control
Quelle	In: Developmental Science, 12 (2009) 6, S.863-873 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-755X
DOI	10.1111/j.1467-7687.2009.00832.x
Schlagwörter	Concept Formation; Preschool Children; Cognitive Processes; Classification; Task Analysis; Comparative Analysis; Age Differences; Child Development; Cognitive Development; Object Permanence + Suchen Sie Ihr Suchwort? Concept learning; Begriffsbildung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Cognitive process; Kognitiver Prozess; Classification system; Klassifikation; Klassifikationssystem; Aufgabenanalyse; Age; Difference; Age difference; Altersunterschied; Kindesentwicklung; Kognitive Entwicklung; Objektpermanenz
Abstract	The current study evaluated the relative roles of conceptual knowledge and executive control on the development of "categorical flexibility," the ability to switch between simultaneously available but conflicting categorical representations of an object. Experiment 1 assessed conceptual knowledge and executive control together; Experiment 2 differentiated conceptual knowledge from costly executive processes. In Experiment 1, 3- to 5-year-olds were given a three-choice (taxonomic, thematic, and nonassociate) match-to-sample task and asked to match two associates. In Experiment 2, same-aged children were assessed on another match-to-sample task that reduced executive costs by presenting thematic and taxonomic associates on separate trials. By comparing performance across tasks, age-related changes resulting from conceptual knowledge and executive control indicated that conceptual knowledge of superordinate relations showed gains between 3 and 4 years, whereas gains in executive control were seen between 4 and 5 years, suggesting a decalage in the development of conceptual and executive processes underlying categorical flexibility. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10