It is commonly believed that objects in the world can be categorized in at least three different ways or levels. The three levels are basic, superordinate, and subordinate. Previously it was believed that basic categorization presents a cognitive (mental) advantage to children's development. However, recent studies on superordinate categorization has challenged this belief.
- Items in superordinate are grouped according to functional purpose, even though they may not share any similarities in how they look (perception). For instance, desks, chairs, and beds do not appear similar but they can be group together in the superordinate category of furniture.
- Items in basic categorization share similarities in function and in perception. For instance, chairs can be considered as a basic category. Chairs can share functional and perceptual similarities with many kinds of chairs but are readily distinguished from other types of furniture like beds or desks.
- Subordinate categories are subsets of basic categories. For instance, kitchen chairs, desk chairs, and high chairs, are all within the basic category of chairs. Each one is very similar in it's function to the others but is definitely discriminable.
This study was developed to investigate the development of categorization at all three levels by using a design in which children between the ages of 1 and 3 years are tested for categorization at all three levels with sets of objects from the same domain (such as vehicle or fruit). Researchers plan to chart when infants develop categorization at the basic, subordinate, and superordinate levels over the two-year period.
| Estimated Enrollment: |
408 |
| Study Start Date: |
December 1999 |
| Estimated Primary Completion Date: |
September 2001 (Final data collection date for primary outcome measure) |
In perceptual and cognitive psychology, objects are thought to be categorized or grouped at three different levels, called basic, subordinate, and superordinate. Previously it has been thought that basic level categorization presents a cognitive advantage to children's mental development. Recent work on superordinate categorization has challenged this notion. The present research will investigate the development of categorization at all three levels by using a design in which children between the ages of 1 and 3 years are tested for categorization at the three levels with sets of objects from the same domain (such as vehicle or fruit). With combined cross-sectional and longitudinal analyses, we propose to chart the emergence of categorization at the basic, subordinate, and superordinate levels across this two-year period.
Purpose
