Literaturnachweis - Detailanzeige
| Autor/inn/en | Johnson, Carla J.; Clark, James M. |
|---|---|
| Titel | Toward a Developmental Model for Instance and Category Naming of Pictures. |
| Quelle | (1989), (14 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Age Differences; Classification; Cognitive Ability; Cognitive Development; Comprehension; Difficulty Level; Elementary School Students; Foreign Countries; Grade 1; Kindergarten Children; Primary Education; Canada |
| Abstract | This study tested the hypothesis that category naming is more difficult than instance naming because it requires suppression of readily available instance names. In experiment 1, junior kindergarten and grade one children named pictures of single objects under two conditions: "own" name (i.e., instance or basic level) or "group" name (i.e., category or superordinate level). Names and reaction times were recorded. In experiment 2, comprehension of instance and category names was measured. First graders produced correct names more often than did kindergarten children, and instance naming was easier than category naming. A grade by task interaction indicated that kindergarten children found category naming particularly difficult. The junior kindergarteners also produced more instance intrusions in the category task than did older children, and their comprehension of category names was not as poor as their production. It is concluded that these and other effects were consistent with the suppression hypothesis and with several possible underlying mechanisms. (Author/RH) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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