Children's Identification of Category Relations in Lists Presented for Recall
Children's Identification of Category Relations in Lists Presented for Recall
复制标题
儿童识别供回忆的列表中的类别关系
DOI：
10.1080/00221325.1980.10534095
复制
发表时间：
1980
影响因子：
1.6
通讯作者：
D. Bjorklund
中科院分区：
文献类型：
--
作者：
D. Bjorklund
摘要在对108名儿童（幼儿园、三年级和六年级各36名）类别关系意识发展差异的调查中，研究者给他们一个分类相关材料清单和一个互补相关项目清单。在回忆之前，孩子们被问到他们是否注意到列表中有任何“相似或以某种方式在一起的图片组”。结果（ps < .001）：（a）随着年龄的增长，被试在标准条件下的类别识别能力逐渐增强，一般不知道类别;（B）在所有年级水平上，被试对分类项目的类别识别能力均高于对补充项目的类别识别能力;（d）三年级学生在回忆项目后识别出的类别明显多于两组学生或六年级学生。结果......
Abstract In an investigation of developmental differences in awareness of category relations 108 children (36 each from kindergarten, third grade and sixth grade) were presented with one list of taxonomically-related materials and a second list of complementarily-related items for recall. Immediately prior to recall, children were asked whether they had noticed in the lists any “groups of pictures that were alike or went together in some way.” Results (ps < .001) were as follows: (a) measures of category identifications increased with age with kindergarteners in a standard condition generally being unaware of categories; (b) at all grade levels, category identifications were greater with the taxonomic than with the complementary items; (c) Ss made significantly more identifications when categories were made more salient by blocking and informing manipulations; (d) third-graders identified significantly more categories following item recall than did either the kindergarteners or sixth-graders. The results ...