Exemplar
and Class Label Effects on the Performance in the Class Inclusion
Task
M. Suga |
The
effect of children's semantic knowledge on the class inclusion task
was examined in 2 experiments. In Experiment 1, questions with typical
subset exemplars were easier for 6 year old children than questions
with atypical exemplars, and also easier than questions with geometrical
figures. The typicality of the exemplars was especially effective
among the Ss who could succeed in some of the geometrical questions.
In Experiment 2, questions with super-ordinate class labels which
were more easily produced from subset exemplars were observed to
be easier in most of the cases. The effect of the development in
children's semantic knowledge on the process of acquiring the ability
to solve the class inclusion task was further discussed.
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