Effects of category structure on children's categorization

TAKESHI SUGIMURA; TOYOKO INOUE

doi:10.4992/psycholres1954.29.120

TAKESHI SUGIMURA, TOYOKO INOUE

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Keywords: category structure, prototype formation, categorization mode, dimensional mode, typical mode

JOURNAL FREE ACCESS

1987 Volume 29 Issue 3 Pages 120-130

DOI https://doi.org/10.4992/psycholres1954.29.120

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Published: August 25, 1987 Received: October 17, 1986 Available on J-STAGE: February 24, 2009 Accepted: May 09, 1987 Advance online publication: - Revised: -
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Date of correction: February 24, 2009 Reason for correction: - Correction: ABSTRACT Details: Wrong : In two experiments 6-year-olds were given a category-generalization task to assess the prototype formation, the categorization mode, and the correct classification of original exemplars. In the task with DT (Dimension+Typicality) rule, children could categorize the exemplars based on either a criterial dimension or typicality (or overall similarity), In the task with T (Typicality) rule, children could categorize the exemplars based only on typicality. The amount of prototypical values in each category was varied in two tasks. For DT tasks the number of prototypical responses did not change by the amount of typicality, whereas for T tasks it increased with the amount of typicality. Children who could correctly classify the original exemplars tended to form the prototype. The dimensional (or analytic) mode was used more often in DT tasks, whereas the typical (or holistic) mode was used more often in T tasks. It was concluded that prototype formation and categorization mode depend on amount of typicality and rule of categorization.
Right : In two experiments 6-year-olds were given a category-generalization task to assess the prototype formation, the categorization mode, and the correct classification of original exemplars. In the task with DT (Dimension+Typicality) rule, children could categorize the exemplars based on either a criterial dimension or typicality (or overall similarity). In the task with T (Typicality) rule, children could categorize the exemplars based only on typicality. The amount of prototypical values in each category was varied in two tasks. For DT tasks the number of prototypical responses did not change by the amount of typicality, whereas for T tasks it increased with the amount of typicality. Children who could correctly classify the original exemplars tended to form the prototype. The dimensional (or analytic) mode was used more often in DT tasks, whereas the typical (or holistic) mode was used more often in T tasks. It was concluded that prototype formation and categorization mode depend on amount of typicality and rule of categorization.

Date of correction: February 24, 2009 Reason for correction: - Correction: CITATION Details: Wrong : Goldman, D., & Homa, D. 1977 Integrative and metric properties of abstracted information as a function of category discriminability, instance variability, and experience. Journal of Experimental Psychology: Human Learning and Memory, 3, 375-385.
Hintzman, D. L., & Ludlam, G. 1980 Differential forgetting of prototypes and old instances: Simulation by an exemplar-based classification model. Memory and Gognition, 8, 378-382.
Homa, D. 1984 On the nature of categories. In H. G. Bower (Ed.), The psychology of learning and motivation. Vol. 18. New York: Academic Press. Pp. 49-94.
Homa, D., & Little, J. 1985 The abstraction and long-term retention of ill-defined categories by children. Bulletin of the Psychonomic Society, 23, 325-328.
Kemler, D. G. 1983 Holistic and analytic modes in perceptual and cognitive development. In T. J. Tighe & B. E. Shepp (Eds.), Perception, cognition, and development: Interactional analyses. Hillsdale, N. J.: Lawrence Erlbaum Associates. Pp. 77-102.
Kemler Nelson, D. G. 1984 The effect of intention on what concepts are acquired. Journal of Verbal Learning and Verbal Behavior, 23, 734-759.
Medin, D. L., & Smith, E. E. 1984 Concepts and concept formation. In M. R. Rosenzweig & L. W. Porter (Eds.), Annual review of psychology. Vol. 35. Pp. 113-138.
Neumann, P. G. 1977 Visual prototype formation with discontinuous representation of dimensions of variability, Memory and Cognition, 5, 187-197.
Posner, M. I., & Keele, S. W. 1968 On the genesis of abstract ideas. Journal of Experimental Psychology, 77, 353-363.
Rosch, E., & Mervis, C. B. 1975 Family resemblances: Studies in the internal structure of categories. Cognitive Psychology, 7, 573-605.
Shepp, B. E. 1983 The analyzability of multidimensional objects: Some constraints on perceived structure, the development of perceived structure, and attention. In T. J. Tighe & B. E. Shepp (Eds.), Perception, cognition, and development: lnteractional analyses. Hillsdale, N. J.: Lawrence Erlbaum Associates. Pp. 39-75.
Smith, E. E., & Medin, D. L. 1981 Categories and concepts. Cambridge, Mas.: Harvard University Press.
Smith, L. B. 1979 Perceptual development and category generalization. Ghild Development, 50, 705-715.
Solso, R. L., & McCarthy, J. E. 1981 Prototype formation: Central tendency model vs. attribute-frequency model. Bulletin of Psychonomic Society, 17, 10-11.
Strauss, M. S. 1979 Abstraction of prototypical information by adults and 10-month-old infants. Journal of Experimental Psychology: Human Learning and Memory, 5, 618-632.
Younger, B. A. 1985 The segregation of items into categories by 10-month-old infants. Ghild Development, 56, 1574-1583.
Younger, B. A., & Cohen, L. B. 1985 How infants form categories. In G. H. Bower (Ed.), The psychology of learning and motivation. Vol. 19. New York: Academic Press. Pp. 211-247.

Right : Goldman, D., & Homa, D. 1977 Integrative and metric properties of abstracted information as a function of category discriminability, instance variability, and experience. Journal of Experimental Psychology: Human Learning and Memory, 3, 375-385.
Hintzman, D. L., & Ludlam, G. 1980 Differential forgetting of prototypes and old instances: Simulation by an exemplar-based classification model. Memory and Cognition, 8, 378-382.
Homa, D. 1984 On the nature of categories. In H. G. Bower (Ed.), The psychology of learning and motivation. Vol.18. New York: Academic Press. Pp.49-94.
Homa, D., & Little, J. 1985 The abstraction and long-term retention of ill-defined categories by children. Bulletin of the Psychonomic Society, 23, 325-328.
Kemler, D. G. 1983 Holistic and analytic modes in perceptual and cognitive development. In T. J. Tighe & B. E. Shepp (Eds.), Perception, cognition, and development: Interactional analyses. Hillsdale, N. J.: Lawrence Erlbaum Associates. Pp.77-102.
Kemler Nelson, D. G. 1984 The effect of intention on what concepts are acquired. Journal of Verbal Learning and Verbal Behavior, 23, 734-759.
Medin, D. L., & Smith, E. E. 1984 Concepts and concept formation. In M. R. Rosenzweig & L. W. Porter (Eds.), Annual review of psychology. Vol.35. Pp.113-138.
Neumann, P. G. 1977 Visual prototype formation with discontinuous representation of dimensions of variability. Memory and Cognition, 5, 187-197.
Posner, M. I., & Keele, S. W. 1968 On the genesis of abstract ideas. Journal of Experimental Psychology, 77, 353-363.
Rosch, E., & Mervis, C. B. 1975 Family resemblances: Studies in the internal structure of categories. Cognitive Psychology, 7, 573-605.
Shepp, B. E. 1983 The analyzability of multidimensional objects: Some constraints on perceived structure, the development of perceived structure, and attention. In T. J. Tighe & B. E. Shepp (Eds.), Perception, cognition, and development: Interactional analyses. Hillsdale, N. J.: Lawrence Erlbaum Associates. Pp.39-75.
Smith, E. E., & Medin, D. L. 1981 Categories and concepts. Cambridge, Mas.: Harvard University Press.
Smith, L. B. 1979 Perceptual development and category generalization. Child Development, 50, 705-715.
Solso, R. L., & McCarthy, J. E. 1981 Prototype formation: Central tendency model vs. attribute-frequency model. Bulletin of Psychonomic Society, 17, 10-11.
Strauss, M. S. 1979 Abstraction of prototypical information by adults and 10-month-old infants. Journal of Experimental Psychology: Human Learning and Memory, 5, 618-632.
Younger, B. A. 1985 The segregation of items into categories by 10-month-old infants. Child Development, 56, 1574-1583.
Younger, B. A., & Cohen, L. B. 1985 How infants form categories. In G. H. Bower (Ed.), The psychology of learning and motivation. Vol.19. New York: Academic Press. Pp.211-247.

Date of correction: February 24, 2009 Reason for correction: - Correction: PDF FILE Details: -

Abstract

In two experiments 6-year-olds were given a category-generalization task to assess the prototype formation, the categorization mode, and the correct classification of original exemplars. In the task with DT (Dimension+Typicality) rule, children could categorize the exemplars based on either a criterial dimension or typicality (or overall similarity). In the task with T (Typicality) rule, children could categorize the exemplars based only on typicality. The amount of prototypical values in each category was varied in two tasks. For DT tasks the number of prototypical responses did not change by the amount of typicality, whereas for T tasks it increased with the amount of typicality. Children who could correctly classify the original exemplars tended to form the prototype. The dimensional (or analytic) mode was used more often in DT tasks, whereas the typical (or holistic) mode was used more often in T tasks. It was concluded that prototype formation and categorization mode depend on amount of typicality and rule of categorization.

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