Referential set presentation effects on complementation by 6-year-olds.
What difficulties do children encounter when responding to complementation instructions? The responses of 50 children to six complementation requests were examined. For half of the children, the objects in the referential set were pooled, and for the other half, they were physically separated by category (pencils were presented in a pencil box, buttons in a sewing kit, and balls of yarn in a knitting basket). Reinforcing the identifying status of the semantic property by separating the objects into categories led to an increase in the number of responses bearing on the subset designated in the instructions (e.g., in response to "Give me everything that is not a black button," the children handed over only the nonblack buttons). In contrast, older children gave responses based on the entire set. The meaning attributed by children to object properties and the effects of that attribution on processing mode merit further study.
Desprels-Fraysse
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CREPCO, Université de Provence, France.
Pelissier
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D000293:Adolescent; D002648:Child; D002675:Child, Preschool; D003118:Color Perception; D003210:Concept Formation; D004193:Discrimination Learning; D005260:Female; D006801:Humans; D008297:Male; D008433:Mathematics; D010364:Pattern Recognition, Visual; D011340:Problem Solving; D011930:Reaction Time; D012858:Size Perception