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Toddlers can adaptively change how they categorize: same objects, same session, two different categorical distinctions.

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Title: Toddlers can adaptively change how they categorize: same objects, same session, two different categorical distinctions.
Authors: Horst, Jessica S. (AUTHOR), Ellis, Ann E. (AUTHOR), Samuelson, Larissa K. (AUTHOR), Trejo, Erika (AUTHOR), Worzalla, Samantha L. (AUTHOR), Peltan, Jessica R. (AUTHOR), Oakes, Lisa M. (AUTHOR)
Source: Developmental Science. Jan2009, Vol. 12 Issue 1, p96-105. 10p. 1 Black and White Photograph, 6 Charts, 2 Graphs.
Subjects: Toddlers, Toddlers development, School children, Bloom's taxonomy, Lexicology, Education
Abstract: Two experiments demonstrate that 14- to 18-month-old toddlers can adaptively change how they categorize a set of objects within a single session, and that this ability is related to vocabulary size. In both experiments, toddlers were presented with a sequential touching task with objects that could be categorized either according to some perceptually salient dimension corresponding to a taxonomic distinction (e.g. animals vs. vehicles) or to some less obvious dimension (e.g. rigid vs. deformable). In each experiment, children with larger productive vocabularies responded to both dimensions, showing evidence of sensitivity to each way of categorizing the items. Children with smaller productive vocabularies attended only to the taxonomically related categorical grouping. These experiments confirm that toddlers can adaptively shift the basis of their categorization and highlight the dynamic interaction between the child and the current task in early categorization. [ABSTRACT FROM AUTHOR]
Copyright of Developmental Science is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Toddlers can adaptively change how they categorize: same objects, same session, two different categorical distinctions.
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  Data: <searchLink fieldCode="JN" term="%22Developmental+Science%22">Developmental Science</searchLink>. Jan2009, Vol. 12 Issue 1, p96-105. 10p. 1 Black and White Photograph, 6 Charts, 2 Graphs.
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  Data: <searchLink fieldCode="DE" term="%22Toddlers%22">Toddlers</searchLink><br /><searchLink fieldCode="DE" term="%22Toddlers+development%22">Toddlers development</searchLink><br /><searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br /><searchLink fieldCode="DE" term="%22Bloom's+taxonomy%22">Bloom's taxonomy</searchLink><br /><searchLink fieldCode="DE" term="%22Lexicology%22">Lexicology</searchLink><br /><searchLink fieldCode="DE" term="%22Education%22">Education</searchLink>
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  Data: Two experiments demonstrate that 14- to 18-month-old toddlers can adaptively change how they categorize a set of objects within a single session, and that this ability is related to vocabulary size. In both experiments, toddlers were presented with a sequential touching task with objects that could be categorized either according to some perceptually salient dimension corresponding to a taxonomic distinction (e.g. animals vs. vehicles) or to some less obvious dimension (e.g. rigid vs. deformable). In each experiment, children with larger productive vocabularies responded to both dimensions, showing evidence of sensitivity to each way of categorizing the items. Children with smaller productive vocabularies attended only to the taxonomically related categorical grouping. These experiments confirm that toddlers can adaptively shift the basis of their categorization and highlight the dynamic interaction between the child and the current task in early categorization. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Developmental Science is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1111/j.1467-7687.2008.00737.x
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