Development of children's understanding of basic-subordinate inclusion relations.
Development of children's understanding of basic-subordinate inclusion relations.
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发展儿童对基本-从属包容关系的理解。
DOI：
10.1037//0012-1649.33.5.745
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发表时间：
1997
期刊：
影响因子：
--
通讯作者：
Mervis,CB
中科院分区：
文献类型：
--
作者：
Johnson,KE;Scott,P;Mervis,CB
四项研究集中在基本从属包含关系表征的发展差异。测试的理解和生产的类别名称，归纳，并回答有关列入直接的问题显示了显着的发展差距生产的下属类别名称和完整的理解基本下属的包容关系。然而，即使是3岁的孩子表现出初步的知识不对称的包容。儿童的分类任务，涉及熟悉和不熟悉的下属类别的表现之间的差异表明，包含关系的逻辑性质的理解是通过整合的范畴知识，从熟悉的领域。本文讨论了知识基础、语用敏感性和信息处理效率在包容性发展中的相互作用。（PsycInfo数据库记录（c）2016阿帕，保留所有权利）
Four studies focused on developmental differences in the representation of basic-subordinate inclusion relations. Tests of comprehension and production of category names, induction, and responses to direct questions pertaining to inclusion revealed a marked developmental gap between the production of subordinate category names and complete understanding of basic-subordinate inclusion relations. However, even 3-year-olds showed rudimentary knowledge of the asymmetry of inclusion. Discrepancies between children's performance on categorization tasks involving familiar and unfamiliar subordinate categories suggest that understanding of the logical nature of inclusion relations is constructed through the integration of categorical knowledge from familiar domains. Interactions among the knowledge base, pragmatic sensitivity, and information processing efficiency in the development of inclusion are discussed.(PsycINFO Database Record (c) 2016 APA, all rights reserved)