Developmental differences in the acquisition of basic and superordinate categories.
Developmental differences in the acquisition of basic and superordinate categories.
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基本类别和高级类别习得的发育差异。
DOI：
10.2307/1129456
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发表时间：
1980
影响因子：
4.6
通讯作者：
E. Markman
中科院分区：
文献类型：
--
作者：
M. S. Horton;E. Markman
马乔里·S·霍顿和艾伦·m·马克曼。基本和上级类别习得的发展差异。儿童发展，1980,51,708-719。本研究考察了范例信息和语言信息在获取基本类别和上级类别方面的相对效用。基本类别成员之间的感知相似性表明，儿童可以简单地通过接触范例来学习这些类别。上级类别成员之间的差异表明，儿童也需要被告知分类的相关标准。在从语言特定的标准信息中获益的能力上预测了发展差异。这些假设通过让学前班、幼儿园和一年级的孩子学习人工动物类别来检验。每个孩子通过范例信息单独训练一个类别，另一个通过范例信息补充标准属性的语言描述。结果支持了假设：语言信息只促进了高级类别的习得，而不是基本水平类别的习得，并且仅适用于年龄较大的儿童。这些发现表明，类别的内部结构和学习者的加工能力是习得的重要决定因素。
HORTON, MARJORIE S., and MARKMAN, ELLEN M. Developmental Differences in the Acquisition of Basic and Superordinate Categories. CHILD DEVELOPMENT, 1980, 51, 708-719. This study examined the relative utility of exemplar and linguistic information for acquiring basic and superordinate categories. The perceptual similarity among members of basic categories suggests that a child could learn these categories simply from exposure to exemplars. The dissimilarity among members of superordinate categories suggests a child would also need to be informed of the relevant criteria for categorization. Developmental differences were predicted in the ability to benefit from the linguistically specified criterial information. These hypotheses were tested by having preschool, kindergarten, and first-grade children learn artificial animal categories. Each child was trained on 1 category through exemplar information alone and 1 through exemplar information supplemented with linguistic descriptions of criterial properties. The results supported the hypotheses: Linguistic information facilitated acquisition of only superordinate, not basic level, categories, and only for the older children. These findings indicate that the internal structure of categories and the processing abilities of the learner are important determinants of acquisition.