The Development of Categorization in the Second Year and Its Relation to Other Cognitive and Linguistic Developments.
The Development of Categorization in the Second Year and Its Relation to Other Cognitive and Linguistic Developments.
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第二年分类的发展及其与其他认知和语言发展的关系。
DOI：
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发表时间：
1987
期刊：
影响因子：
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通讯作者：
A. Meltzoff
中科院分区：
文献类型：
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作者：
A. Gopnik;A. Meltzoff
艾莉森·戈普尼克和安德鲁·梅尔佐夫。第二年的分类发展及其与其他认知和语言发展的关系。儿童发展，1987,58,1523-1531。我们报告了15至21个月大的儿童分类行为的变化，并将其与语言、物体持久性和目的理解的发展联系起来。对12名15至20个月大的儿童进行纵向研究。孩子们接受了3个任务，包括对一系列混合物体的自发分类，还接受了对象持久性和目的任务。他们的语言发展也被记录了下来。三种主动分类行为的发展顺序是不变的。最高分类行为的发展、两类分组和命名爆炸的发生之间存在着密切的关系。最高水平的分类行为与最高水平的客体持久性和目的行为的实现没有强烈的关系，尽管这三种行为都出现在大约相同的年龄，即18个月。这些发现支持“特异性假说”，根据该假说，语义发展和概念发展之间存在某些非常具体的关系。儿童早期获得的词汇与他们感兴趣的特定认知问题相关。
GOPNIK, ALISON, and MELTZOFF, ANDREW. The Development of Categorization in the Second Year and Its Relation to Other Cognitive and Linguistic Developments. CHILD DEVELOPMENT, 1987, 58, 1523-1531. We report changes in children's categorization behavior between 15 and 21 months of age and relate them to developments in language, object permanence, and means-end understanding. 12 children were studied longitudinally from 15 to 20 months. The children received 3 tasks involving the spontaneous categorization of a mixed array of objects and also received object-permanence and means-ends tasks. Their language development was also recorded. There was an invariant developmental sequence of 3 kinds of active categorization behavior. There were strong relations between the development of the highest-level categorization behavior, 2-category grouping, and the onset of the naming explosion. The highest-level categorization behavior was not strongly related to the attainment of the highest-level object-permanence and means-ends behaviors, though all 3 of these behaviors emerged at about the same age, 18 months. The findings support "the specificity hypothesis," according to which there are certain very specific relations between semantic developments and conceptual developments. Children acquire early words that are relevant to the specific cognitive problems that interest them.
幼儿分类的认知基础：对象排序趋势的分析。
影响因子：
4.6
作者：
Sugarman,S
通讯作者：
Sugarman,S
影响因子：
4.6
作者：
Younger,BA
通讯作者：
Younger,BA