ERIC Number: EJ697802
Record Type: Journal
Publication Date: 2005-Apr
Lexical Categorization Modalities in Pre-School Children: Influence of Perceptual and Verbal Tasks
Tallandini, Maria Anna; Roia, Anna
Contemporary Educational Psychology, v30 n2 p143-165 Apr 2005
This study investigates how categorical organization functions in pre-school children, focusing on the dichotomy between living and nonliving things. The variables of familiarity, frequency of word use and perceptual complexity were controlled. Sixty children aged between 4 years and 5 years 10 months were investigated. Three tasks were used: a naming task; a concepts deconstruction task; and a concepts construction task. Results indicated that age influences: (a) the picture naming and concepts deconstruction task, with older children performing better, and (b) the prevalence of functional features for the inanimate stimuli. These data show that it would be risky to argue that there is a pre-eminence of one concept component without considering the task involved, which is of particular importance in the educational domain.
Elsevier Customer Service Department, 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126 (Toll Free); Fax: 407-363-1354; e-mail: firstname.lastname@example.org.
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Authoring Institution: N/A