ERIC Number: EJ941854
Record Type: Journal
Publication Date: 2005-Mar
Abstractor: As Provided
Reference Count: 0
Children's Category-Based Inferences Affect Classification
Ross, Brian H.; Gelman, Susan A.; Rosengren, Karl S.
British Journal of Developmental Psychology, v23 n1 p1-24 Mar 2005
Children learn many new categories and make inferences about these categories. Much work has examined how children make inferences on the basis of category knowledge. However, inferences may also affect what is learned about a category. Four experiments examine whether category-based inferences during category learning influence category knowledge and thereby affect later classifications for 5- to 7-year-olds. The children learned to classify pictures of new types of creatures on the basis of a salient feature (colour) and then answered a question that required them to make an inference on the basis of other features. At test, children classified pictures that included only some features (without colour). Experiment 1 showed that the features relevant to the inference during learning led to better classification than did features irrelevant to the inference. Experiment 2 replicated this finding even when the relevant features were physically close to the irrelevant features. Experiments 3 and 4 found this effect even when the classification was learned prior to the inference task and even when no mention was made of the categories during inference learning. Taken together, these results show that making inferences during category learning can influence category knowledge and suggest a need to integrate the work on category learning and category-based inferences.
Descriptors: Classification, Inferences, Affective Behavior, Knowledge Level, Young Children, Pictorial Stimuli, Color, Influences, Developmental Psychology
British Psychological Society. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-116-254-9568; Fax: +44-116-227-1314; e-mail: email@example.com; Web site: http://www.bpsjournals.co.uk
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A