Sugarman S
Child Dev. 1981;52(4):1172-8.
1--3 year-olds' ability to conceptually interrelate objects was studied. 8 children each at 12, 18, 24, 30, and 36 months were given 7 free classification tasks. Each task contained a scrambled array of 8 objects from 2 classes. Spontaneous manipulations were analyzed to determine (1) whether children sequentially contacted similar objects above chance level and (2) to what extent objects from 2 classes, rather than just 1, were selected. Children at each age sequentially selected similar objects above chance in some tasks. Initially such sequences were accompanied by a tendency to manipulate only 1 class of objects throughout a task, but this single-class bias declined significantly with age. Selection of only 1 class can be accounted for by perceptual salience. Selection by similarity involving 2 classes is less likely explained by salience and more likely explained by a strategy in which individual items are conceptually compared. Classification based on conceptual comparisons of the items being selected may emerge over the second and third years, even though children engage in class-consistent behavior earlier.
对1至3岁儿童在概念上关联物体的能力进行了研究。分别对12个月、18个月、24个月、30个月和36个月大的8名儿童进行了7项自由分类任务。每项任务包含来自两个类别的8个物体的混乱排列。对自发操作进行分析，以确定：（1）儿童是否以高于随机水平的频率依次接触相似物体；（2）从两个类别而非仅一个类别中选择物体的程度。每个年龄段的儿童在某些任务中都以高于随机水平的频率依次选择相似物体。最初，在整个任务中，这种序列伴随着只操作一类物体的倾向，但这种单类偏差随着年龄的增长而显著下降。只选择一类物体可以用感知显著性来解释。涉及两个类别的基于相似性的选择不太可能用显著性来解释，而更可能用一种对单个物品进行概念比较的策略来解释。基于对所选物品的概念比较的分类可能在第二年和第三年出现，尽管儿童更早地表现出与类别一致的行为。
