Denomination and Categorization Skills in a Sample of Kindergarten Children
Authors
Joaquín Ordóñez
Instituto de Investigaciones, Facultad de Psicología, Universidad de Buenos Aires.
[email protected] https://orcid.org/0000-0001-7966-9142Adán Garros
Facultad de Ciencias Exactas y Naturales, Universidad de Buenos Aires.
[email protected] https://orcid.org/0000-0002-8856-741XJésica Formoso
Consejo Nacional de Investigaciones Científicas y Técnicas
[email protected] https://orcid.org/0000-0003-3062-4036Juan Pablo Barreyro
Consejo Nacional de Investigaciones Científicas y T´écnicas
[email protected] https://orcid.org/0000-0002-1606-1049Detalles
Published
2020-01-25
Abstract
Since the prototype model is postulated, within cognitive psychology the ability of children to perform semantic tasks that involve different levels of inclusion has been questioned. Currently, It continues to be a debate whether the concepts of the basic level are first acquired in development, or if the concepts and categories of the superordinate level are acquired earlier. On the other hand, the debate that continues to this day is whether in the ontogeny the concepts and categories corresponding to living beings or inanimate objects are acquired first. With the objective of studying lexico-semantic development, we administered the “fourth-excluded task” proposed by Luria, with a sample of 30 upper-middle class children who attend a private bilingual school from Buenos Aires. In this task, the participant has to name colored images, then extract the stimulus that is not semantically linked to the rest of the set and finally name the resulting category. The results are consistent with the prototype model, where the concepts of the basic level are acquired before those of the superordinate level. It was also found that participants with living beings scored higher in the two naming tasks.
Keywords
ability
child development
child psychology
cognition
conceptualization
developmental psychology
experimental psychology
How to Cite
Ordóñez, J., Garros, A., Formoso, J., & Barreyro, J. P. (2020). Denomination and Categorization Skills in a Sample of Kindergarten Children. Caribbean Educational Research Journal (RECIE), 4(1), 92–102. https://doi.org/10.32541/recie.2020.v4i1.pp92-102
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References
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Coppens, P., & Frisinger, D. (2005). Category-Specific Naming Effect in non-Brain-Damaged Individuals.. Brain and Language, 94(1), 61-71. https://doi.org/10.1016/j.bandl.2004.11.008
Elsner, B., Jeschonek, S., & Pauen, S. (2013). Event-Related Potentials for 7-Month-Olds’ Processing of Animals and Furniture Items. Developmental Cognitive Neuroscience, 3(1), 53-60. https://doi.org/10.1016/j.dcn.2012.09.002
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Mahon, B., & Caramazza, A. (2011). What Drives the Organization of Object Knowledge in the Brain? Trends in Cognitive Sciences, 15(3), 97-103. https://doi.org/10.1016/j.tics.2011.01.004
Mandler, J., & McDonough, L. (1993). Concept Formation in Infancy. Cognitive Development, 8(3), 291-318. https://doi.org/10.1016/S0885-2014(93)80003-C
Martínez-Cuitiño, M., & Jaichenco, V. (2010). ¿Gato vs. martillo? diferencias en el procesamiento semántico. II Congreso Internacional de Investigación y Práctica Profesional en Psicología XVII Jornadas de Investigación Sexto Encuentro de Investigadores en Psicología del MERCOSUR. Facultad de Psicología - Universidad de Buenos Aires, Buenos Aires. https://bit.ly/36usIiY
Mervis, C., & Rosch, E. (1981). Categorization of Natural Objects. Annual Review of Psychology, 32(1), 89-115.
https://doi.org/10.1146/annurev.ps.32.020181.000513
Moreno-Martínez, F., Goñi-Imízcoz, M., & Spitznagel, M. (2011). Domain or not Domain? That is the Question: Longitudinal Semantic Deterioration in Alzheimer’s Disease. Brain and Cognition, 77(1), 89-95. https://doi.org/10.1016/j.bandc.2011.05.006
Murphy, G. (2002). The Big Book of Concepts. MIT Press.
Murphy, G. (2016). Explaining the Basic-Level Concept Advantage in Infants…or Is It the Superordinate-Level Advantage? Psychology of Learning and Motivation, 64, 57-92. https://doi.org/10.1016/bs.plm.2015.09.002
Patterson, K., Marshall, J., & Coltheart, M. (2017). Surface Dyslexia: Neuropsychological and Cognitive Studies of Phonological Reading. Routledge. https://doi.org/10.4324/9781315108346
Quinn, P., & Eimas, P. (1996). Perceptual Cues That Permit Categorical Differentiation of Animal Species by Infants. Journal of Experimental Child Psychology, 63(1), 189-211. https://doi.org/10.1006/jecp.1996.0047
Rakison, D., & Yermolayeva, Y. (2010). Infant Categorization. Wiley Interdisciplinary Reviews: Cognitive Science, 1(6), 894-905. https://doi.org/10.1002/wcs.81
Rämä, P., Sirri, L., & Serres, J. (2013). Development of Lexical–Semantic Language System: N400 Priming Effect for Spoken Words in 18- and 24-Month Old Children. Brain and Language, 125(1), 1-10. https://doi.org/10.1016/j.bandl.2013.01.009
Rapp, B., & Goldrick, M. (2006). Speaking Words: Contributions of Cognitive Neuropsychological Research. Cognitive Neuropsychology, 23(1), 39-73. https://doi.org/10.1080/02643290542000049
Rips, L., Smith, E., & Medin, D. (2012). Concepts and Categories: Memory, Meaning, and Metaphysics. In Keith Holyoak & Robert Morrison (Eds.). The Oxford Handbook of Thinking and Reasoning (pp.37-72). Oxford Hanbooks Online. https://doi.org/10.1093/oxfordhb/9780199734689.013.0011
Rogers, T., & Patterson, K. (2007). Object Categorization: Reversals and Explanations of the Basic-Level Advantage. Journal of Experimental Psychology: General, 136(3), 451-469. https://doi.org/10.1037/0096-3445.136.3.451
Rogers, T., Patterson, K., Jefferies, E., & Lambon Ralph, M. (2015). Disorders of Representation and Control in Semantic Cognition: Effects of Familiarity, Typicality, and Specificity. Neuropsychologia, 76, 220-239. https://doi.org/10.1016/j.neuropsychologia.2015.04.015
Rosch, E. (1978). Principles of Categorization. In E. H. Rosch & B. B. Lloyd (Eds.). Cognition and Categorization (pp.27-48). Lawrence Erlbaum. http://bit.ly/2Nrryyp
Rostad, K., Yott, J., & Poulin-Dubois, D. (2012). Development of Categorization in Infancy: Advancing Forward to the Animate/Inanimate Level. Infant Behavior and Development, 35(3), 584-595. https://doi.org/10.1016/j.infbeh.2012.05.005
Sheng, L., & McGregor, K. (2010). Lexical-Semantic Organization in Children With Specific Language Impairment. Journal of Speech, Language, and Hearing Research, 53(1), 146-159. https://doi.org/10.1044/1092-4388(2009/08-0160)
Simoes-Loureiro, I., & Lefebvre, L. (2016). Retrogenesis of Semantic Knowledge: Comparative Approach of Acquisition and Deterioration of Concepts in Semantic Memory. Neuropsychology, 30(7), 853-859. https://doi.org/10.1037/neu0000272
Sloutsky, V., & Deng, W. (2019). Categories, Concepts, and Conceptual Development. Language, Cognition and Neuroscience, 34(10), 1284-1297. https://doi.org/10.1080/23273798.2017.1391398
Stewart, F., Parkin, A., & Hunkin, N. (1992). Naming Impairments following Recovery from Herpes Simplex Encephalitis: Category-Specific? The Quarterly Journal of Experimental Psychology Section A, 44(2), 261-284. https://doi.org/10.1080/02724989243000037
Torrealva, V., & Santillán, E. (2011). Efecto categorial específico en adultos jóvenes y adultos mayores sanos: Ventaja en el tiempo de respuesta para animales sobre objetos manipulables en una tarea de decisión semántica. Revista Neuropsicologia Latinoamericana, 3(3), 1-11. http://dx.doi.org/10.5579/rnl.2011.0063
Tulving, E. (2002). Episodic Memory: From Mind to Brain. Annual Review of Psychology, 53, 1-25. https://doi.org/10.1146/annurev.psych.53.100901.135114
Tulving, E. (2016). Memory Research: What Kind of Progress? En L.-G. Nilsson (Ed.). Perspectives on Memory Research (PLE:Memory): Essays in Honor of Uppsala University’s 500th Anniversary (pp.19-34). Psychology Press. http://bit.ly/36EVK0h
Wright, K., Poulin?Dubois, D., & Kelley, E. (2015). The Animate-Inanimate Distinction in Preschool Children. British Journal of Developmental Psychology, 33(1), 73-91. https://doi.org/10.1111/bjdp.12068
Xu, F., & Tenenbaum, J. (2007). Word Learning as Bayesian Inference. Psychological Review, 114(2), 245272. https://doi.org/10.1037/0033-295X.114.2.245
Zevin, J., & Seidenberg, M. (2002). Age of Acquisition Effects in Word Reading and Other Tasks. Journal of Memory and Language, 47(1), 1-29. https://doi.org/10.1006/jmla.2001.2834
Amsel, B., & Cree, G. S. (2013). Semantic Richness, Concreteness, and Object Domain: An Electrophysiological Study. Canadian Journal of Experimental Psychology/Revue canadienne de psychologie expérimentale, 67(2), 117-129. https://doi.org/10.1037/a0029807
Bornstein, M., & Arterberry, M. (2010). The Development of Object Categorization in Young Children: Hierarchical Inclusiveness, Age, Perceptual Attribute, and Group Versus Individual Analyses.
Developmental Psychology, 46(2), 350-365. https://doi.org/10.1037/a0018411
Bunn, E., Tyler, L., & Moss, H. (1998). Category-Specific Semantic Deficits: The Role of Familiarity and Property Type Reexamined.Neuropsychology, 12(3), 367-379. https://doi.org/10.1037//0894-4105.12.3.367
Clark, E. (2000). Coining New Words: Old and New Word Forms for New Meanings. In L. Menn & N. Bernstein Ratner (Eds.). Methods for Studying Language Production (pp.53-67). Lawrence Erlbaum. http://bit.ly/34By23d
Clark, E. (2009). First Language Acquisition. Cambridge University Press. https://doi.org/10.1017/CBO9780511806698
Coltheart, M. (2004). Are There lexicons? Psychology Section A, 57(7), 1153-1172. https://doi.org/10.1080/02724980443000007
Coppens, P., & Frisinger, D. (2005). Category-Specific Naming Effect in non-Brain-Damaged Individuals.. Brain and Language, 94(1), 61-71. https://doi.org/10.1016/j.bandl.2004.11.008
Elsner, B., Jeschonek, S., & Pauen, S. (2013). Event-Related Potentials for 7-Month-Olds’ Processing of Animals and Furniture Items. Developmental Cognitive Neuroscience, 3(1), 53-60. https://doi.org/10.1016/j.dcn.2012.09.002
Farah, M., & Rabinowitz, C. (2003). Genetic and Environmental Influences on the Organisation of Semantic Memory in the Brain: Is “Living Things” an Innate Category? Cognitive Neuropsychology, 20(3–6), 401-408. https://doi.org/10.1080/02643290244000293
Fulkerson, A., & Haaf, R. (2003). The Influence of Labels, Non-Labeling Sounds, and Source of Auditory Input on 9- and 15-Month-Olds’ Object Categorization. Infancy, 4(3), 349-369. https://doi.org/10.1207/S15327078IN0403_03
Friedmann, N., Biran, M., & Dotan, D. (2013). Lexical Retrieval and Its Breakdown in Aphasia and Developmental Language Impairment. In Cedric Boeckx & Kleanthes Grohmann (Eds.). The Cambridge Handbook of Biolinguistics (pp.350–74). Cambridge University Press. https://doi.org/10.1017/cbo9780511980435.021
Fulkerson, A., & Haaf, R. (2006). Does Object Naming Aid 12-Month-Olds’ Formation of Novel Object Categories? First Language, 26(4), 347-361. https://doi.org/10.1177/0142723706059217
Funnell, E., & Sheridan, J. (1992). Categories of Knowledge? Unfamiliar Aspects of living and nonliving things. Cognitive Neuropsychology, 9(2), 135– 153. https://doi.org/10.1080/02643299208252056
Juhasz, B. (2005). Age-of-Acquisition Effects in Word and Picture Identification. Psychological Bulletin, 131(5), 684-712. https://doi.org/10.1037/0033-2909.131.5.684
Karmiloff-Smith, A. (1994). Beyond Modularity: A Developmental Perspective on Cognitive Science. International Journal of Language & Communication Disorders, 29(1), 95-105. https://doi.org/10.3109/13682829409041485
Liu, J., Golinkoff, R., & Sak, K. (2001). One Cow Does Not an Animal Make: Young Children Can Extend Novel Words at the Superordinate Level. Child Development, 72(6), 1674-1694. https://doi.org/10.1111/1467-8624.00372
Luria, A. (1984). Conciencia y lenguaje. Visor.
Mahon, B., & Caramazza, A. (2009). Concepts and Categories: A Cognitive Neuropsychological Perspective. Annual Review of Psychology, 60(1), 27-51. https://doi.org/10.1146/annurev.psych.60.110707.163532
Mahon, B., & Caramazza, A. (2011). What Drives the Organization of Object Knowledge in the Brain? Trends in Cognitive Sciences, 15(3), 97-103. https://doi.org/10.1016/j.tics.2011.01.004
Mandler, J., & McDonough, L. (1993). Concept Formation in Infancy. Cognitive Development, 8(3), 291-318. https://doi.org/10.1016/S0885-2014(93)80003-C
Martínez-Cuitiño, M., & Jaichenco, V. (2010). ¿Gato vs. martillo? diferencias en el procesamiento semántico. II Congreso Internacional de Investigación y Práctica Profesional en Psicología XVII Jornadas de Investigación Sexto Encuentro de Investigadores en Psicología del MERCOSUR. Facultad de Psicología - Universidad de Buenos Aires, Buenos Aires. https://bit.ly/36usIiY
Mervis, C., & Rosch, E. (1981). Categorization of Natural Objects. Annual Review of Psychology, 32(1), 89-115.
https://doi.org/10.1146/annurev.ps.32.020181.000513
Moreno-Martínez, F., Goñi-Imízcoz, M., & Spitznagel, M. (2011). Domain or not Domain? That is the Question: Longitudinal Semantic Deterioration in Alzheimer’s Disease. Brain and Cognition, 77(1), 89-95. https://doi.org/10.1016/j.bandc.2011.05.006
Murphy, G. (2002). The Big Book of Concepts. MIT Press.
Murphy, G. (2016). Explaining the Basic-Level Concept Advantage in Infants…or Is It the Superordinate-Level Advantage? Psychology of Learning and Motivation, 64, 57-92. https://doi.org/10.1016/bs.plm.2015.09.002
Patterson, K., Marshall, J., & Coltheart, M. (2017). Surface Dyslexia: Neuropsychological and Cognitive Studies of Phonological Reading. Routledge. https://doi.org/10.4324/9781315108346
Quinn, P., & Eimas, P. (1996). Perceptual Cues That Permit Categorical Differentiation of Animal Species by Infants. Journal of Experimental Child Psychology, 63(1), 189-211. https://doi.org/10.1006/jecp.1996.0047
Rakison, D., & Yermolayeva, Y. (2010). Infant Categorization. Wiley Interdisciplinary Reviews: Cognitive Science, 1(6), 894-905. https://doi.org/10.1002/wcs.81
Rämä, P., Sirri, L., & Serres, J. (2013). Development of Lexical–Semantic Language System: N400 Priming Effect for Spoken Words in 18- and 24-Month Old Children. Brain and Language, 125(1), 1-10. https://doi.org/10.1016/j.bandl.2013.01.009
Rapp, B., & Goldrick, M. (2006). Speaking Words: Contributions of Cognitive Neuropsychological Research. Cognitive Neuropsychology, 23(1), 39-73. https://doi.org/10.1080/02643290542000049
Rips, L., Smith, E., & Medin, D. (2012). Concepts and Categories: Memory, Meaning, and Metaphysics. In Keith Holyoak & Robert Morrison (Eds.). The Oxford Handbook of Thinking and Reasoning (pp.37-72). Oxford Hanbooks Online. https://doi.org/10.1093/oxfordhb/9780199734689.013.0011
Rogers, T., & Patterson, K. (2007). Object Categorization: Reversals and Explanations of the Basic-Level Advantage. Journal of Experimental Psychology: General, 136(3), 451-469. https://doi.org/10.1037/0096-3445.136.3.451
Rogers, T., Patterson, K., Jefferies, E., & Lambon Ralph, M. (2015). Disorders of Representation and Control in Semantic Cognition: Effects of Familiarity, Typicality, and Specificity. Neuropsychologia, 76, 220-239. https://doi.org/10.1016/j.neuropsychologia.2015.04.015
Rosch, E. (1978). Principles of Categorization. In E. H. Rosch & B. B. Lloyd (Eds.). Cognition and Categorization (pp.27-48). Lawrence Erlbaum. http://bit.ly/2Nrryyp
Rostad, K., Yott, J., & Poulin-Dubois, D. (2012). Development of Categorization in Infancy: Advancing Forward to the Animate/Inanimate Level. Infant Behavior and Development, 35(3), 584-595. https://doi.org/10.1016/j.infbeh.2012.05.005
Sheng, L., & McGregor, K. (2010). Lexical-Semantic Organization in Children With Specific Language Impairment. Journal of Speech, Language, and Hearing Research, 53(1), 146-159. https://doi.org/10.1044/1092-4388(2009/08-0160)
Simoes-Loureiro, I., & Lefebvre, L. (2016). Retrogenesis of Semantic Knowledge: Comparative Approach of Acquisition and Deterioration of Concepts in Semantic Memory. Neuropsychology, 30(7), 853-859. https://doi.org/10.1037/neu0000272
Sloutsky, V., & Deng, W. (2019). Categories, Concepts, and Conceptual Development. Language, Cognition and Neuroscience, 34(10), 1284-1297. https://doi.org/10.1080/23273798.2017.1391398
Stewart, F., Parkin, A., & Hunkin, N. (1992). Naming Impairments following Recovery from Herpes Simplex Encephalitis: Category-Specific? The Quarterly Journal of Experimental Psychology Section A, 44(2), 261-284. https://doi.org/10.1080/02724989243000037
Torrealva, V., & Santillán, E. (2011). Efecto categorial específico en adultos jóvenes y adultos mayores sanos: Ventaja en el tiempo de respuesta para animales sobre objetos manipulables en una tarea de decisión semántica. Revista Neuropsicologia Latinoamericana, 3(3), 1-11. http://dx.doi.org/10.5579/rnl.2011.0063
Tulving, E. (2002). Episodic Memory: From Mind to Brain. Annual Review of Psychology, 53, 1-25. https://doi.org/10.1146/annurev.psych.53.100901.135114
Tulving, E. (2016). Memory Research: What Kind of Progress? En L.-G. Nilsson (Ed.). Perspectives on Memory Research (PLE:Memory): Essays in Honor of Uppsala University’s 500th Anniversary (pp.19-34). Psychology Press. http://bit.ly/36EVK0h
Wright, K., Poulin?Dubois, D., & Kelley, E. (2015). The Animate-Inanimate Distinction in Preschool Children. British Journal of Developmental Psychology, 33(1), 73-91. https://doi.org/10.1111/bjdp.12068
Xu, F., & Tenenbaum, J. (2007). Word Learning as Bayesian Inference. Psychological Review, 114(2), 245272. https://doi.org/10.1037/0033-295X.114.2.245
Zevin, J., & Seidenberg, M. (2002). Age of Acquisition Effects in Word Reading and Other Tasks. Journal of Memory and Language, 47(1), 1-29. https://doi.org/10.1006/jmla.2001.2834
Section
Research article